My 'Teaching as Inquiry' has evolved from the original discussion around my desired reality of improving knowledge around the curriculum for our habitat. This goal has become 'Improving my content knowledge to help my students with immediate feedback.' Research has proven that the most effective feedback is immediate and with the opportunities of being able to give groups a 100% of my time and the eagle role. I believe this goal will have a significant impact on student outcomes. At first I created rubrics based around the curriculum for reading, writing and numeracy. After discussions with Claire and the habitat I created these to go in the front of the student's books to help direct conversations around their learning. This is my original and the student version was adapted from this and reduced to something more manageable.
Moving into Term 2, I initially edited/created the rubrics with levels to help my observations become based around curriculum levels. I wanted to avoid taking a copy of someone else's rubric and created them myself to go through the process of using the SPS indicators.
Not long after creating this rubric and after a few discussions the relevance of progress pebbles came to the forefront of our discussions. After a few meetings of getting my head around them, I began to create my own.
I tried creating a writing progression based around the process to keep things focused which is much easier for the students and to use with a group. I chose an area for reading
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