Foundations
The development of the 3 R's over time has certain clear characteristics which are shared across all the domains. These characteristics are derived from our analysis of the learning problems we are working to solve:
Some of these learning problems are:
- impoverished language
- non transfer of skill,process & knowledge across domains
- the need for things to be explicit rather than implicit or found by inference
- "they don't get it by osmosis"
- the need for immersion prior to learning and for the gifting of knowledge rather than the finding of it.
Some characteristics are:
- direct instruction in very small groups
- a good percentage of our children miss the point when taught in a large group
- group size needs to be appropriate to the learning needs & developmental stage of the students
- effective consolidation activities that promote the learning from the direct instruction whilst not with the teacher.
- use of the Literacy Cycle
- Learn, Create, Share
- focused practice work
- specific teaching of knowledge, skills and processes
- delivery of domain specific content which the teacher must be conversant with first
- consistent delivery in all classes
- delivery on an appropriate and sequential continuum. Our children's learning can be seriously damaged if 'bits are missed out'.
- a metacognitive way of conducting the teaching/learning transaction
- use of learning intentions
- use of rubrics where appropriate
- children understanding what they are trying learn and how they will know when they have learned it
- Assessment
- formative assessment will include regular and meaningful feedback-feedforward to help students improve their work
- formative assessment against learning intentions and using rubrics so students know when they are successful and why
- formative assessment to help teachers know what to teach next and how
- summative assessment to help us link evidence to practice along with systems like classroom observations and conferences
- summative assessment so we can can determine shift and value added for individuals, cohorts, classes, areas and the school over more extended periods of time, typically 6 months or an academic year.
- summative assessment that can be combined with formative and qualitative information so we can continue improving our curriculum development and delivery.