At school, we have unpacked the RTC further into our own Shotover criteria. These are reflected on by the appraisee themselves. This document is then shared and talked to at a reflection meeting.
At our professional learning meeting this week, I was privileged to hear our teams share their current teaching inquiries into agency. What resonated for me was the common theme for everyone is about putting the learner at the centre and to provide them with authentic purposes to write.
It was a privilege to get some insight into everyone's new learning and the direction they are working on...
- student voice to lead learning. Posters - for audience. Purpose to inform. Working through the writing cycle.
- capturing student voice by writing for the child. Oral language. Toby's interest and linked between home and school.
- Linking writing to art/ concept. Student voice came in developing student voice onto post its to give feedback to peers. Scaffolding vocabulary and phrases. Developing the children's ability to give feedback to peers about learning.
- Authentic context: conclusion of the ski programme. Brainstorm and reflection around the programme and the input our parents had. Audience = parents. Purpose was to thank. Children working through the writing cycle. The emphasis for this writing was about responding to feedback and re-crafting. The thank yous were published as cards and delivered to parents.
- Engaging the disengaged. Researched into the needs of particular children and also explored their interests. Looked for common interests in order to encourage a group of boys to work together and collaborate. Use of google docs has allowed the boys to collaborate, engaged them and helped links between home and school. Using the boys' interest in science was the engager. Purpose was to share at assembly.
- engaging one boy to write. He needed to enjoy success. Responded to writing for a real audience. Authentic simple texts that allowed him to practise surface features and to write through the whole cycle. Success has lead to success and engaged writers. They are beginning to edit and improve texts with adjectives. Children saw the impact on the audience as they watched a mentor read it to the new entrants.