Problem of Practice: Are we challenging and supporting all learners?
Are our students doers or learners? |
The person doing the most talking, is the person doing the most learning |
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Our main reading is an excerpt from Chapter 2, "Expectations" from Creating Cultures of Thinking, Ritchhart. Click here to download
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Are students genuinely engaged in their learning? Are we igniting their passions?
These two documents are based on the REAL Framework devised by Geoff Munns and associates at UWS. Click here to download the student self-assessment document.
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Are the tasks rigorous and do they challenge students at the point of need?
For resources to match this question, refer to the Enfield 2019 round and the Burwood 2021 round
QUICK READS
These four quick reads were used in our Round at Strathfield North PS. They are:
1. "Interview with Nicole Wade (edited)" - the importance of high expectations, student voice and reflection Click here to download
2. "High Performance & Gifted Students" (excerpts from CESE doc) - how should we cater for HPG students. Click here to download
3. "Increase Complexity" (except from Rigor is not a Four Letter Word" - practical strategies for increasing rigour Click here
4. "Student Engagement & Ownership" (except from Rigour) - the links between engagement, ownership & achievement. Click here
1. "Interview with Nicole Wade (edited)" - the importance of high expectations, student voice and reflection Click here to download
2. "High Performance & Gifted Students" (excerpts from CESE doc) - how should we cater for HPG students. Click here to download
3. "Increase Complexity" (except from Rigor is not a Four Letter Word" - practical strategies for increasing rigour Click here
4. "Student Engagement & Ownership" (except from Rigour) - the links between engagement, ownership & achievement. Click here
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