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Focus On..... Student Goal Setting Processes

This Weeks Focus On outlines our Student Goal Setting Processes and the Explicit Instruction Teaching and Learning Cycle that all class teachers are implementing as part of our School Improvement Agenda.
School Improvement Agenda – Student Goal Setting and Teaching and Learning Cycle
Student Goal Setting – helping students to focus on learning
Teachers are supporting students to set goals in reading and number, as well as a personal goal.  Setting goals makes it very clear to students what they need to focus on to improve their marks.  They discuss this with their teacher and they identify particular aspects of reading and number to aim for.  The teacher is also very focused on what each student needs to learn and can support each individual student to aim for a higher level of achievement.  Teachers talk to students about how they are going with achieving their set goals and when goals are achieved other goals are set. This will be an ongoing process throughout the year.
Explicit Instruction – The Teaching and Learning Cycle
All teachers are using a very focused Teaching and Learning Cycle to help students develop their skills, knowledge and understandings in each lesson.
The structure of the lessons is:
1.       WARM UPS
In a fast paced chant or activity, students revise concepts such as sight words, times tables, science words, grammar or mental maths. These WARM UPS are revision of school work and help students remember what has been taught in previous lessons.  It helps information move from the student’s short term to long term memory and minimises students forgetting what they have been taught.
2.       I DO
In the I DO part of the lesson, the teacher models the use of the process, skill or knowledge the students need to know and helps the students build their understandings. During this time, the students are silent and just listen as the lesson is taught.
3.       WE DO
The WE DO part of the lesson is where the teacher and the students work together.  The teacher works with the students by asking questions to check if the students understand or the teacher might work through a few examples with the students.  This is the section where the students practice the work taught and the teacher checks students’ understanding and gives feedback.
4.       YOU DO
This section of the lesson is when the students work by themselves and is known as the YOU DO part of the lesson cycle.  The students work independently as the teacher moves around the class giving feedback to students, correcting misconceptions and keeping students focused on the learning task.
At the end of the lesson, the teacher will encourage students to talk about what they have learnt and help students identify what they might still need to know.  Students may use this reflection time to do some more goal setting to help focus their learning, while teachers use it to inform their next lesson’s starting point.