PMI+Shape


 * P M I **** P ** lusses, **M**inuses, and **I**nteresting/**I**mplications

Thought more about learning teaching Pre-reading and knowing what to teach Clear goals Learning experience Specific topic for an extended period of time Think about relevant tasks to teach with a clear focus Using more specific language when teaching || Pre-assessment task wasn’t a clear photocopy, so data wasn’t as useful Needed a checklist at the start of specifics of what we wanted them to know Chn who couldn’t read task Amount of time Time to interview individually Time to compare assessments Whole class sessions are dominated by those who can Time factor how long the whole task has taken  Need a common checklist  ||  Need a clear checklist at start Agree on amount of lessons so that we don’t keep teaching and teaching in hope Chn couldn’t verbalise knowledge of shapes Could do more running assessments Our Expectations of what we wanted chn to learn was higher than stated in VELS OASIS being a factor What happens now to chn who haven’t got the knowledge / by revising shapes are they going to miss out on other learning. Can we get them by the end of the year ||
 * TOPIC: **
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