Focusing my scanning - Scanning #2

17.03.13

Focusing - What will have the biggest Impact?  Make a copy and share with your PLG coach. - Chris

List three possible focus areas that arise from your scanning. For each of the four key criteria – manageability, impact, commitment and link to evidence – Make notes on the areas below.

• Manageability - Think about your context, capacities, strengths and areas of challenge to determine how manageable each area is and how it links to school priorities.

• Commitment / Buy In - Think about the evidence you have gathered. Is this something that connects with what the students have said they need to learn or other student voice you have gathered?
• Impact - Think about what you know from research, and draw on others in the room, to determine how much Impact you might get with change in each area. Or is it trivial? It needs to make a difference.

What did the discussion bring up that needs to be thought about or addressed? Has another area emerged? Could two be combined in a clearer focus?

Possible focus	Manageability	Commitment / Buy In	What impact will you have.	What evidence will you use to show that you have made enough of a difference?
PRIOR KNOWLEDGE: Key prior knowledge is provided ahead of time, enabling students to connect to new information	Developing learner assets- and helping the students to make the links between what they learnt today and yesterday. (is it important to make this visual) Developing the vocab before introduced to others. Linking writing to reading - models	I need more evidence: I need to question around these ALL areas to develop deeper understanding of the kids perspective. Learning pathways developed and shared with the kids. (impact is low for this)	This will make an impact as it means students will have increased understanding and confidence when heading away to  write independently. We saw a significant impact when introducing this at the end of last year.	Student feedback: Initial baseline info collected Week 7, first checkpoint end of Week 8. Create a quick feedback tool eg; points scale to use to gauge understanding of student feelings towards lessons (length, understanding & relevance) Regular checking E-asttle scores of an independent pieces. Based on the ALL process.
RELEVANCE: Treats relevance as critical component to student motivation and memory.	Helping develop understanding of a genuine purpose & audience Fun!	I need more evidence: I need to question around these ALL areas to develop deeper understanding of the kids perspective.	This has a massive impact on boys especially, as when a genuine purpose is used students don’t see the task as writing, they see it as doing what I need to do to achieve my purpose.	Student feedback: Initial baseline info collected Week 7, first checkpoint end of Week 8. Create a quick feedback tool eg; points scale to use to gauge understanding of student feelings towards lessons (length, understanding & relevance)
Pacing and direction:	Having a goal = Success Criteria. Keep lessons to 10 minutes - one focus skill - then onto practice or applying for remainder. Helping students to make connections.	Student feedback from last year was all about being on the mat for too long. I need to question around these ALL areas to develop deeper understanding of the kids perspective.	Sitting on the mat turns kids off. Watching a movie of a child during learning 10 minutes was when he started wriggling and getting distracted. What was taught afterwards was forgotten.	Student feedback: Initial baseline info collected Week 7, first checkpoint end of Week 8. Create a quick feedback tool eg; points scale to use to gauge understanding of student feelings towards lessons (length, understanding & relevance)