The effects are stronger at the individual level, but the ways of setting and monitoring targets can be taught as a class unit. To manage this effectively, students who have common needs can be grouped together and taught as a small group. Often targets are set around a common need which allows the teacher to set a more global learning intention and differentiate through the success criteria. For example, the whole class may need to focus on punctuation with one group of students learning to use capital letters and full stops correctly with another group learning to use semi colons commas for phrasing.
Articles in this section
- What is your take on the impact of praise as reward?
- What kind of effect does passion of a teacher actually have on his/her pupils? (Are they more willing to learn in order to impress their teacher, more interested,…?)
- Do data walls have the support of most (any?) esteemed education academics?
- Is there some metric you would suggest I try to use personally to determine where my time would be best suited at these two schools with 4 classrooms of kindergarten students eager to learn to read?
- What is evidence-based practice for Resource Teacher of Learning Behavior? There appears to be very little independent research.
- How important is the feedback between teachers and students?
- What are the five most influential factors on student learning? (And, why?)
- I would like further information on the Diagnose, Intervention, Evaluation (DIE) Model, in terms of training student teachers.
- What initial steps should be taken by a teacher wishing to implement visible learning in the classroom?
- What indicators show the teachers that they are on the right track or that they must make a change?