ARR Standard Operational Procedures – Q-ROAD to Learning (FOR STUDENTS)
Q
Questions – Questions for learning which address how to learn effectively (and why!) not just what. Do students refer to questions for learning in their planners. Are students asking intelligent questions and can you make inferences from the types of question they ask? Are students encouraged to ask questions? Is there a culture of enquiry in your subject. Do students set and answer questions for each other? Can they discuss which questions need deeper answers than others. Are parents aware of productive questions to support learning?
R
Reflections - Are students given time to reflect on their learning, both in the short term and the long term? Are they encouraged to review their progress and set SMART targets? Can they discuss their progress with others, whether it be peers, parents or teachers? Are the strategies they employ specifically designed to meet the right targets? Do you as a teacher create an environment where reflection can take place?
O
Objectives – Students should be able to tell you what the learning objectives of the lesson are. These should be student-centred, e.g. I can explain…. Objectives may be clearly displayed in lesson and referred to at the start, during and at the end of the lesson. If students are capable, objectives may be clear and just verbalised. Objectives link to schemes of work and are relevant and challenging. This may be achieved by setting different or extra objectives. Objectives should, where possible address values as well as knowledge, skills and understanding. Termly objectives may also be set.
A
Assessment – SPaT (Self, Peer and Teacher) Students should be given regular opportunities to self-assess, using mark schemes and assessment criteria. There should be easily accessible graded exemplar material. Peer marking can be used using the same ideas. Students coached in how to give constructive advice. As a teacher are you employing a range of assessment types. You might assess formatively (areas for improvement), summatively (with levels, scores, grades) and diagnostically (to identify problem areas). You may carry out before and after testing. Have you got a standardised extended activity or assessment for each assessment period. The new assessment calendar should not require more assessment, rather one standardised assessment for all in a subject area. Do parents understand grades.
D
Dialogue – Is there chance to talk about learning, whether student-teacher, student-student, student-parent or parent-teacher? Do all parties share a common, understood language for learning? Is the dialogue forward looking, constructive and empowering, so that we cultivate independent not dependent learners?
to learning ...
ARR Standard Operational Procedures – Q-ROAD to Learning (FOR PARENTS)
Q
Questions – Questions for learning -these address how to learn effectively (and why!) not just what. Does your child refer to the questions for learning? “Prompts to help and the kind of questions which will support learning” can be found on page 14 of the student planner (Years 9-11). Does he/she ask intelligent questions and can you make inferences from the types of question he/she asks? Do you ask open, positive questions about school? Are you aware of excellent questions to support learning?
R
Reflections - Does your child have time to reflect on his/her learning, both in the short term and the long term? Is he/she encouraged to review their progress and set targets? Do you discuss these with your child? Are the strategies that he/she employs designed to meet the right targets? Do you as a parent create an environment where reflection can take place?
O
Objectives – Can your child tell you what he/she has learnt today and why it was important! These should be student-centred, e.g. I can explain…. Objectives may be clearly displayed in the lesson and referred to at the start, during and at the end of the lesson. At the end of lessons, objectives are reviewed, and achievement celebrated. Termly objectives may also be set.
A
Assessment – Your child will be given regular opportunities to self-assess, using mark schemes and assessment criteria. There may be exemplar material. Peer marking can be used using the same ideas. Teachers are already employing a range of assessment types. The new assessment calendar should not require more assessment, but all staff, parents and students should know how each individual can improve. Do you understand what a level or grade actually means?
D
Dialogue – Providing as many chances to talk about learning and goals is very important in raising attainment. We are working towards a commonly understood language for learning. Dialogues should be forward looking, constructive and empowering, so that we cultivate independent not dependent learners.
to learning ...
Questions for Learning
Am I meeting my MTG?
How do I get up to the next grade?
Tell me what I need to do to improve this piece of work to a grade …….?
How do I get an A?
How do I write an essay?
What do I need to do to achieve my aspirational grade?
How can I improve?
Why is this not a ……… grade?
How can I improve by one grade?
How close am I to ……..?
How near am I to ………?
What else can I do outside of the classroom to support my learning?
Where can I find an example of a piece of work that is at my target grade?
