PD Day Workbook by Greg Elliott

Professional Development Days Data, Motivation and Engagement April 23 â&#x20AC;&#x201C; 24 2012

Identifying our Learners MCHS 2012

Table of Contents Outline ....................................................................................................................................................................................................... 4 Introduction – Data isn’t Wisdom .................................................................................................................................................. 6 NAPLAN ..................................................................................................................................................................................................... 7 AGAT ........................................................................................................................................................................................................... 8 MES .............................................................................................................................................................................................................. 9 Session 1 -‐ Reflection ....................................................................................................................................................................... 10 Session 2a – Analysis in Pairs ....................................................................................................................................................... 10 Pairings for the reflection and analysis activity ................................................................................................................... 11 Session 2b – Group Analysis .......................................................................................................................................................... 12 Workshops ............................................................................................................................................................................................ 12 Prof Andrew J Martin ....................................................................................................................................................................... 13

Identifying our Learners MCHS 2012

Outline Day 1 – April 23rd Session One 8:15am – Gather for prayer in PLC 8:30am – Introduction – Who are our students and what do they need? – John Lo Cascio 8:45am –Role Play – the learners in our classrooms 9:15am -‐ What does this mean for us? Data leads to knowledge leads to wisdom 9:20am – What AGAT tells us – John Lo Cascio 9:30am – What NAPLAN tells us – Joanne McMahon 9:40am – What MES tells us – Greg Elliott 9:50am – Instructions for the profiles – Adrian Vannan 10:00am – Distribute profiles – individual reflection on 6 students KEY QUESTION: What am I learning about my students? 10:30am – Morning Tea

Session Two 11:00am – Teachers gather in pairs (2 from 8.1, 2 from 8.A etc) and share their reflections on the profiles. KEY QUESTION: What works for these students? 11:30am – All teachers of each class (eg teachers of 8.3) gather as a class group and share their reflection. KEY QUESTION: What works for this group? 12:00pm – Teachers return to the PLC – Where are the academic needs in Year 8? Learnings from NAPLAN? What do we know works in the area of literacy and numeracy? KEY QUESTION: What’s happening in our classrooms to support these needs?

Session Three 1:15pm -‐ Workshop One Workshops –

Identifying our Learners MCHS 2012

5 Literacy – Across the Curriculum Literacy – Targeting Deficits identified by data Numeracy – Across the Curriculum Numeracy – Targeting Deficits identified by data ICT – enhancing literacy, numeracy and engagement Gifted Learners – strategies for excellence and engagement

2:00pm – Workshop Two 2:45pm – Plenary in PLC 3:00pm – Close

Day 2 – April 24th – Motivation and Engagement

Session One 8:15am – Gather and prayer. Introduction of Andrew Martin 8:30am -‐ Professor Andrew J Martin – Motivation and Engagement 10:30am – Morning Tea

Session Two 11:00am -‐ Professor Andrew J Martin – Motivation and Engagement 12:30pm – Lunch

Session Three 1:15pm – Faculty PD – KEY QUESTION: How will our programs, assessments and pedagogies respond to what we now know about our students? 2:30pm – Plenary 3:00pm – Close.

Identifying our Learners MCHS 2012

Introduction – Data isn’t Wisdom Magdalene Catholic High School creates and collects vast amounts of data about our students and their learning. We have a variety of internal and external measures that provide information about the following: • • • • • •

Our students’ ability to perform in tests Our students’ performance in literacy and numeracy assessment Our students’ achievement of school based learning outcomes Our students’ mastery of knowledge and skills Our students’ natural ability – without reference to curriculum (AGAT) Our students’ motivation for and engagement with learning

All of these measures are quantitative and some are diagnostic in nature. There is another very significant layer of knowledge about students: the evidence we gather through our learning relationships, our interactions and observations. We do not have much documentary or quantitative data from this rich source, but it is a vital ingredient in the learning and teaching process. With all of this data, one would hope we know our students very, very well. The reality is that the data is not easy to digest and interpret. It rarely presents itself in a way that suggests how learning and teaching should be tailored to meet the needs of students. It is clumsy and time consuming to wade through massive spreadsheets or obtuse online analysis tools. We also must resist the reductionist movement in education that says that a students’ learning can be expressed as a number or a comparative measure on a test. We understand that learning, and students themselves, are far more complex than that. There is an art and a mission at the heart of teaching which cannot be expressed in numbers, graphs or grades. Therefore, data must not be seen as a product of the learning process. It is not an output, but an input. Our task is to reflect on the questions raised by the data. It is in the interests of our students that we consider all the information we have about their learning, and use that information to improve the experience of learning for individual students. The data contains within it compelling questions and suggestions about what is happening for these boys and girls when we challenge them in the classroom. Hidden amongst the numbers and graphs are clues as to what makes a student excel or struggle. We may learn that a students’ experience of our teaching is not what we thought it was, or that the assumptions we may have had about what a student can do were not accurate. In essence, data is the beginning of the story, not the end. It is a signpost to how we might travel alongside our students, with a deeper awareness and reverence for what (and whom) they bring to the classroom each lesson. The data should stimulate us to differentiate the classroom and pursue a learning relationship with our students that allows them to engage more deeply with their learning.

Identifying our Learners MCHS 2012

These professional development days are framed around a series of Key Questions which will guide our work and our reflection. These are natural questions for teachers to ask, but armed with good data and evidence, the answers may be clearer and nearer than we thought. Perhaps our students would be impressed if they knew how well we have gotten to know them.

NAPLAN NAPLAN – National Assessment Program Literacy and Numeracy The government says “The National Assessment Program is the measure through which governments, education authorities and schools can determine whether or not young Australians are meeting important educational outcomes.” What students and their families receive: What the school receives: What you’ll receive:

For each student in your Year 8 class, you will receive:

•

their bands for each of the five components of NAPLAN An indication of the minimum benchmark for Year 7 A number which indicates their learning gain in each component since they sat the NAPLAN test in Year 5 A colour coding showing how that gain compares to the State Average learning gain for that component

•

Identifying our Learners MCHS 2012

AGAT The ACER General Ability Tests (AGAT) is a test of general intellectual ability suitable for students in years 2 to 10 administered and scored by ACER. AGAT is designed to assist teachers in their assessment of students’ learning potential and aptitude. AGAT is a thoroughly researched and nationally normed assessment instrument. Each test includes an equal number of verbal, numerical and abstract reasoning items. Key Features • • • • •

Provides a multifaceted estimate of students’ general intellectual ability and aptitude; Can be administered individually or to a large group; A common scale for all nine tests gives teachers the flexibility to match test level to ability and monitor development over time; Includes percentiles and stanines that allow for comparison with a national norm group at different year levels; Provides scores for different strands (Verbal, Numerical and Abstract reasoning) to help identify specific strengths and development needs.

What the school receives:

What you’ll receive: AGAT Result expressed as a STANINE What is a STANINE? We use stanines to place students within a general population on a standardised test. The stanine scale is derived by taking the normal curve and slicing it into nine slices of equal width. Each slice is one-‐half a standard deviation wide. Imagine taking a normal curve and putting it through a meat slicer. Because the normal curve varies in height, each slice will be taller or smaller, but they will all be equally wide. Also, since the normal curve is symmetrical, the slices on one side of the curve will look like the slices on the other side, only reversed. The middle stanine, the fifth stanine, will be the tallest, with the fourth and sixth stanines being the next tallest, followed by the third and seventh, etc. The first and ninth are open at one end since the normal curve never quite touches the bottom line. Even so, these are still the smallest stanines.

Identifying our Learners MCHS 2012

MES Motivation and Engagement Scale According to Andrew J Martin: “Motivation is your energy and interest to learn and to work hard at school. Engagement is the behavior (eg. planning, persistence) that follows from this energy and interest. A number of thoughts and behaviors increase motivation and engagement. These are motivation and engagement boosters. A number of thoughts and behaviors reduce motivation and engagement. These are motivation and engagement mufflers and guzzlers. You improve your motivation and engagement by: • •

Increasing your motivation and engagement boosters and reducing your motivation and engagement mufflers and eliminating the guzzlers.

When you are motivated and engaged you can: • • • • •

Get better marks at school Work effectively on difficult schoolwork Understand more of your schoolwork Make the most of your abilities Enjoy school more.”

All students in Years 7 – 11 undertook the MES in Term I. The results were presented to the school like this (Actually Joanne McMahon did all the data compilation!):

What you’ll receive:

Identifying our Learners MCHS 2012

Session 1 - Reflection You will receive a class set of Data Profiles for your Year 8 Class. If you do not teach Year 8, Adrian has organised a ‘buddy’ for you, with whom you will work for most of the day. Please treat the profiles with the utmost respect. They are not to be taken out of the staffroom, or to classrooms when students resume school. They are confidential. In the first session, you will be asked to sit with your profiles. Study them and choose six students whose data you would like to interrogate further. Once you have chosen your six students, turn the page over and attempt to answer the seven questions on the back. 1. 2. 3. 4. 5. 6. 7.

What have you learned about your student from the data? How will your student approach assessment tasks? What activities are most likely to engage your student in learning? Does this data give you any clues about how to better manage your student in the classroom? What type of feedback would most assist your student? Your student has an AGAT Stanine of X. What does this mean for your teaching? How can your student's MES scores help you plan for your lessons with your student?

Take the time to sit with the data and allow the data to raise other questions for you about these students in your class. Look especially for anomalies: for example: • • •

High stanine, low NAPLAN, low MES High NAPLAN, medium Stanine Very low MES, medium AGAT and Medium NAPLAN

…or anything else that raises questions for you. Note these for the second session.

Session 2a – Analysis in Pairs Activity The purpose of this time is to share what you know about this class, and share what the data from Session One has raised for you. Consider these questions: (Take notes for the next session) 1. What was your first impression of this class? 2. Who stood out? 3. Who did you believe would need extra support? 4. What evidence did you have of this? 5. How did you reflect on their results from the first assessment? 6. What did the data from session one reveal about your students? 7. Were there any surprises? 8. What activities and experiences have worked really well for this class this year?

Identifying our Learners MCHS 2012

9. Have you had classes or activities that were not successful? Why weren’t they as successful as you’d planned? 10. What differentiation have you tried with this group?

Pairings for the reflection and analysis activity Class

Teacher Pairs

Meeting Rooms

8.1

JMIL, CBEH

PHYN

CSAI

KMCA, CDON

8.2

ASIM

WRIC, SPOL

JHEW

MCUO, CWHI L2

8.3

BMET

LWEB

DPAW, SHAS

BLIP, LFOT

8.4

MPAR, LJON

DBEH

AAVE, SZAK

NOFL, SBOR

8.5

NRUS

SROS, CKEN

MMCA, NHUL

IFOR

8.6

MPAN, STAV

CDOB

DHAT, PCOL

LMIL

Class

Teacher Pairs

Meeting Rooms

SANT, JABE

IGOR, JHOR

PLC

DJON, KVAU

DAVA, KWRI

PLC

SHOU, MMON

KMCC, DSLI

PLC

CROO

SONE, TPAS

VRIX, TSHE

GSET

FT1

ABAR, MDOW

MMAE

DHOG, EFLI

FT2

AMIL, TKIR

ACOR

NTRE, SRUS

RMOR

Rm 21

ESIN, KHOS

PBOR

AVIO, MMCC

Teachers in BLUE do not teach year 8 this year. You have been buddied up with an existing year 8 teacher for this a ctivity.

Identifying our Learners MCHS 2012

Session 2b – Group Analysis Gather together as all the teachers of your class (Eg -‐ all the teachers of 8_4), for a group sharing. 1. Elect one person as the moderator of the discussion 2. Elect one person as the record keeper and notetaker (Master of the Butchers’ Paper) 3. We will compile a collection of strategies and learnings about this particular class that will help us all. These will be written onto the butchers’ paper under the following headings: a. Class name (Eg 8_4) b. Strategies that work c. Strategies that don’t work d. Successful classroom management strategies e. How 8_4 should prepare for assessment and exams f. Other tips 4. These will be displayed in the Learning Centre for the rest of the staff after the lunch break. This session must end at 12:00pm. Staff return to the Learning Centre.

Workshops Literacy – Across the Curriculum – Joanne McMahon Room 1 Literacy – Targeting Deficits identified by data – Melanie McClafferty Room 2 Numeracy – Across the Curriculum – Shirley Brady (CEO) – Learning Centre Numeracy – Targeting Deficits identified by data – Tracie Passlow – Room 3 ICT – enhancing literacy, numeracy and engagement – Avalos – Room 4

Danny

Gifted Learners – strategies for excellence and engagement – Michelle Padgett (CEO) – Seminar Room

Identifying our Learners MCHS 2012

Prof Andrew J Martin Andrew Martin, BA (Hons), MEd (Hons), PhD, is Professorial Research Fellow and Australian Research Council Future Fellow (2010-‐2014) at the University of Sydney specializing in motivation, engagement, achievement, and quantitative research methods. He is also President Elect, International Association of Applied Psychology – Division 5 Educational, Instructional, and School Psychology. Andrew is in the Top 25 of International Rankings of the Most Productive Educational Psychologists (Source: Jones et al.,Contemporary Educational Psychology, 2010). He has written over 250 peer reviewed papers, authored 3 books for parents and teachers (published in 5 languages), has won 11 Australian Research Council (and National Health and Medical Research Council) grants as well as international funding (eg. Spencer Foundation). He is Associate Editor of the Journal of Educational Psychology and Associate Editor of theBritish Journal of Educational Psychology and is on Editorial Boards of American Educational Research Journal and Contemporary Educational Psychology. Research Andrew is a Registered Psychologist recognized for psychological and educational research in achievement motivation and for the quantitative methods (specializing in structural equation modeling and confirmatory factor analysis, but with extensive experience in most other multivariate methods including multi-‐level modeling) he brings to the study of applied phenomena. Although the bulk of his research focuses on motivation, engagement, and achievement, Andrew is also published in important cognate areas such as academic resilience and academic buoyancy, personal bests, pedagogy, teacher-‐ student relationships, and Aboriginal education. With the Department of Education at Oxford University, Andrew will be extending his research into academic buoyancy and academic resilience as well as explore the area of students’ academic growth from motivation and assessment perspectives. For his research contributions, Andrew received the American Educational Research Association (AERA) Raymond B. Cattell Early Career Award, “To recognize a scholar who has conducted a distinguished program of cumulative educational research in any field of educational inquiry within the first decade following receipt of their doctoral degree” (AERA, 2008). Prior to that, his PhD was judged the Most Outstanding Doctoral Dissertation in E ducational Psychology by Division 15 of the American Psychological Association and before that was judged the Most Outstanding PhD in Education in Australia by the Australian Association for Research in Education.

Identifying our Learners MCHS 2012

ATTACHMENTS FOR DR ANDREW MARTIN PRESENTATION

FURTHER READING AND RESOURCES (for information and ordering, visit www.lifelongachievement.com)

Practitioner Reading Martin, A.J. (2010). Building classroom success: Eliminating academic fear and failure. London: Continuum.

Parent and Practitioner Reading Martin, A.J. (2003). How to motivate your child for school and beyond. Sydney: Random House/Bantam. Martin, A.J. (2005). How to help your child fly through life: The 20 big issues. Sydney: Random House/Bantam.

Motivation Testing Resources Martin, A.J. (2010). The Motivation and Engagement Scale (10th Edition). Sydney: Lifelong Achievement Group (www.lifelongachievement.com).

Motivation Enhancement Resources Martin, A.J. (2010). The Motivation and Engagement Workbook (10th Edition). Sydney: Lifelong Achievement Group (www.lifelongachievement.com).

ÂŠ 2012 Lifelong Achievement Group (www.lifelongachievement.com)

Attachment A: Chunking from “How to Motivate Your Child For School and Beyond” In this exercise you will identify the steps involved in doing an assignment or project and how to do each part. Knowing all the different parts that go together to do an assignment or study is very important. In the table below are the key steps in doing an assignment or project. At each step you need to allocate your time and briefly describe how you will do it. Steps involved

Time to

Brief description of what you will do



do Understand the question/task

5 mins

Read question carefully; take note of key words like ‘compare’, ‘contrast’, or



‘discuss’ Break question into parts

15 mins

List sections of assignment by themes relevant to the question



Identify what you already know or have completed Initial search for information (eg. Internet, library etc) Focused and detailed reading of books and other resources collected Detailed summary of information Organise information (eg. put information under each heading) Write first draft

Tie up loose ends (eg. a bit more reading) Write second draft

Edit (eg. spelling, grammar, formatting checks) Final draft

Reward yourself for completing the assignment

As you can see, there are many steps to completing an assignment or project. When you get it clear in your mind what you need to do for each part you are more likely to stay on track and do better.

Attachment B: Anxiety (Preparing for tests) from “How to Motivate Your Child For School and Beyond”

Students who are well prepared for tests tend to be less anxious leading up to them and also less anxious while they are doing them. Too often students don’t prepare effectively for tests. This has the effect of increasing their anxiety leading up to and during the test. Remember, there are lots of ways to prepare – eg. through study, looking at past papers, diet, and relaxation. In this exercise you will look at ways you can better prepare for tests. In the table below, tick the boxes you feel you need to pay particular attention to. Put this checklist on your wall at home, in your diary, or somewhere you will see it leading up to a test or exam. At the end of this list, add three more items.

Tick which items you need to pay special attention to – then add 3 more  Start your study early in term and do it regularly – but remember that late study is better than no study  Develop a study timetable and stick to it  Hand in all work on time  Look at past test papers; set your own test; hand in practise mini-essays (say, 250 words) regularly  Write down the distractions that can arise leading up to an exam (eg. part-time work, friends). How will you deal with these?  Avoid making major life decisions before a test  Keep your relationships intact leading up to test  Avoid the panickers leading up to and just before the exam. Also, avoid people who might unsettle or distract you in any way  Try to get good sleep in the week leading up to the exam  Not too much caffeine and a balanced diet in the week leading up to the exam  Leading up to the week of the test, try to do a bit of exercise to burn off excess anxiety  Practice your relaxation every day (see the previous exercise)  Look for teacher clues (material repeated in class; teacher says ‘this is on the test’; teacher asks class to take detailed notes)  Know the following: (a) material to be covered in test, (b) % of term/year mark allocated, (c) time allowed, (d) venue, (e) types of questions (multi-choice, essay, short answer, true/false etc), (f) marks for each section/question, (g) materials allowed in exam room   

Attachment C: Anxiety (Taking tests) from “How to Motivate Your Child For School and Beyond” Test taking is a skill that can be learned. This skill significantly reduces anxiety you feel leading up to the test and while you are doing the test. In this exercise you will look at ways you can improve your test-taking skills. In the table below, tick the boxes you feel you need to pay particular attention to. Put this checklist on your wall at home, in your diary, or somewhere you will see it the night before a test or exam. At the end of this list add three more items.

Tick which ones you need to pay special attention to – then add 3 more  If you’re a heavy sleeper, set two alarm clocks (out of reach from your bed) the night before the exam  Have all your materials ready the night before (including a watch)  Have breakfast  Arrive at the venue early  Avoid the panickers before the exam. Also avoid people who might unsettle or distract you in any way  If you’re easily distracted by other students, sit close to the front of the exam room (if you’re able to)  Read instructions very very very carefully  Know what marks are awarded to the test, how many sections/questions, allocate your time at the start  Look through the test paper so you know what’s ahead  Read questions very very very carefully – underline key words  For long answers, look back at the question frequently – this keeps you on-track  Pace yourself – know how much time is available for all the questions  For longer answers (eg. essays), spend 1 or 2 minutes at the start to sketch a quick answer plan  Take no notice of other students in the exam room  If you don’t know the answer to a question, don’t freak out; go onto another question and go back to the difficult question last – sometimes the answer comes to you as you’re doing another question  Know which method of test taking suits you (but be flexible depending on the exam): Do you prefer (a) working from the beginning to the end of the paper? (b) doing the easiest questions first? (c) doing most difficult questions first?  Write neatly  Use all the time available – if you finish early, check your answers   

ATTACHMENT D: PERSONAL BEST (PB) SCORE SHEET Name

Year

Class

Date

This Term’s Mark (circle one) 3 Points 2 Points 1 Point 0 Points

Around or above previous best Slightly below previous best Well below previous best but put in reasonable effort to get this mark Well below previous best and put in little or no effort to get this mark

This Term’s Enthusiasm/Engagement/Attitude (circle one) 3 Points 2 Points 1 Point 0 Points

Around or above previous best Slightly below previous best Well below previous best but put in reasonable effort to get involved Well below previous best and put in little or no effort to get involved

Skills/Competencies Developed This Term (circle one) 3 Points 2 Points 1 Point 0 Points

Around or above previous best Slightly below previous best Well below previous best but put in reasonable effort to develop skills Well below previous best and put in little or no effort to develop skills

Golden Point (circle if applicable to this student) 1 Point

This term this student was committed to personal excellence

TOTAL PB SCORE

/ 10

0-3 Points Overall, well below Personal Best – Needs most work

(Previous PB Score

/ 10)

This student can get closer to his/her PB by: 1.

4-6 Points Overall, below Personal Best – Needs some work

7-9 Points Overall, around or above Personal Best – Keep up the good work

This student can sustain his/her PB by: 1.

10 Points Achieved personal excellence – Keep up the excellent work

ATTACHMENT E: PERSONAL BEST (PB) STUDENT SHEET A PB is where you aim to match or better a previous best performance. It can be a mark you’re aiming for or you can aim to do your schoolwork or study in a way that is an improvement on last time or the way you usually do it. What mark are you aiming for?

A. My PB is a mark in OR

B. My PB is a better way of doing my schoolwork or study in The better way of doing things is: Is this PB maintaining a previous best or improving on a previous best? If NO, you need to develop a PB that does.

YES / NO

Do you believe you can reach this PB? YES / NO If NO, you need to develop a PB that you believe you can reach. When do you plan to achieve this PB? Describe the steps involved in reaching your PB 1. First, I will 2. Next, I will 3. 4. 5. 6. 7. 8. 9. 10.  I believe I reached my PB

Evidence

 I think I just missed out

Because

 I didn’t get close to my PB

Because

My next PB is:

 when achieved

SAMPLE PERSONAL BEST (PB) STUDENT SHEET A PB is where you aim to match or better a previous best performance. It can be a mark you’re aiming for or you can aim to do your schoolwork or study in a way that is an improvement on last time or the way you usually do it. What mark are you aiming for?

A. My PB is a mark in OR

B. My PB is a better way of doing my schoolwork or study in

History

The better way of doing things is: I aim to be more organised when doing my next essay and plan things out a bit better before I start it Is this PB maintaining a previous best or improving on a previous best? If NO, you need to develop a PB that does.

YES / NO

Do you believe you can reach this PB? YES / NO If NO, you need to develop a PB that you believe you can reach. When do you plan to achieve this PB? Next Friday 30th May (when it’s due) Describe the steps involved in reaching your PB

 when achieved

First I will, Understand the question



Next I will, Break question into parts



Initial search for information (on the Internet and at the library)



Focused and detailed reading of books and other resources collected



Detailed summary of information



Organise information (put information under each heading)



Write first draft of essay



Tie up loose ends (eg. do a bit more reading, ask teacher anything I don’t know)



Write second draft of essay



Edit the essay (check spelling, grammar, formatting)



Write final draft and hand it in



 I believe I reached my PB

Evidence I did most of the steps – more than I’ve done

before  I think I just missed out

Because

 I didn’t get close to my PB

Because

My next PB is:

I aim to get more than 70% on my next History essay

Attachment F Students’ Relationship with the Teacher (‘the Singer’) (adapted with permission from Martin, A.J. (2010). Building Classroom Success: Eliminating Academic Fear and Failure. London: Continuum)

STRENGTH

NOT APPLICABLE/

WEAKNESS

“I do this well and it is

RELEVANT/

“I don’t do this very

a part of my regular

IMPORTANT

much or very well”

practice” TICK ONE () 1.

I make an effort to listen to my students’ views

A good teacher-student relationship is one of my priorities

I give my students input into things & decisions that affect them

I enjoy working with young people

Where appropriate I try to have a sense of humor with my students

I get to know my students

I explain the reasons for rules that are made and enforced

I show no favoritism

I accept my students’ individuality

10. I have positive but attainable expectations for students

TALLY

Attachment G Students’ Relationship with the Message/Content/Assessment (‘the Song’) (adapted with permission from Martin, A.J. (2010). Building Classroom Success: Eliminating Academic Fear and Failure. London: Continuum) STRENGTH

NOT APPLICABLE/

WEAKNESS

“I do this well and it

RELEVANT/

“I don’t do this very

is a part of my

IMPORTANT

much or very well”

regular practice” TICK ONE () 1.

I set work that is challenging but not too difficult

Where possible, I set work that is important and significant

I inject variety into my teaching content

I inject variety into my assessment tasks

I provide students with interesting work

I use broad and authentic (relevant and meaningful) assessment

I try to ensure that my teaching content is not boring to young people

In class and assigned work, I reduce monotony as much as possible

Where possible I draw on material that is fun to learn

10. Where possible I use material that arouses my students’ curiosity TALLY

Attachment H Students’ Relationship with the Teaching/Pedagogy (‘the Singing’) (adapted with permission from Martin, A.J. (2010). Building Classroom Success: Eliminating Academic Fear and Failure. London: Continuum)

STRENGTH

NOT APPLICABLE/

WEAKNESS

“I do this well and it

RELEVANT/

“I don’t do this very

is a part of my

IMPORTANT

much or very well”

regular practice” TICK ONE () 1.

I get students to do something well as much as possible and provide support needed to do this

I have multiple indicators of success in schoolwork (marks, effort, group work, reaching goals, improve)

I provide clear feedback to students focusing on how they can improve

I make an effort to explain things clearly and carefully

I inject variety into my teaching methods and reduce repetition or monotony

I encourage my students to learn from their mistakes

I aim for mastery by all students

I show students how schoolwork is relevant and/or meaningful

I make sure all students keep up with work and give opportunities to catch up or go over difficult work

10. I don’t rush my lessons or my explanations

TALLY