Tony Burkin - Good Evidence

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What is good evidence? NOTES:
-writing to learn not reflection. Writing about what you are learning. Writing to Learn by Zinsser
ERO looking at quality of evidence.

GOOD EVIDENCE:

-set goals/inquiries
- execute them
- evidence-based backing
- critically evaluate progress at the end and identify 'what new piece of knowledge' did i get out of that goal/inquiry?
- how am I going to use it to improve student outcomes?
Teaching practice is: (HOW I TEACH) - look at appraisal connector criteria for more details
- classroom management
- content-curriculum knowledge
- instructional practice
- formative assessment
BLOOMS
knowledge - remembering
Comprehension - summarising (attending PD and writing notes)
Apply - experiment with PD ideas
Analysis - inspecting/examining which ones worked
synthesis - compiling - reflecting on what worked and didn't work from the applying stage. Synthesizing into one or two key ideas
Evaluate - rate/judge - write a reflection on what worked and didn't work - always focus on your contribution as a teacher not just the strategy that you implement.
Try and journal every 3 weeks on COPS with how you are going as a teacher using fencepost questions.
How are you transforming your practice.

REFLECTION:

I think I follow the goal-execute-evidence based-critically evaluate practice/model in my daily teaching and reflecting however I am not very good at documenting this process. I see the power of documenting this process as it will help formalise and consolidate the process I am already carrying out in an informal way. I think this will enable me to vocalise in a clearer manner with strong evidence to support what I am doing in my classroom. I found the Bloom's model of diarising to professional journalling a really easy, clear way to work through this process of inquiry and deep reflection. I will aim to use this as a framework for my future reflections. One query I have is do we still include the recount stage in our reflections? At the moment I tend to take notes on the PD/reading/event then add in a reflection comment at the bottom (like now!) Is this a similar process? I feel I am reflecting on what has been presented however I am not sure I am really reflecting on my contribution to the changes implemented. I find this quite difficult to do at times as I am not always aware of my own contribution to implementing an idea. Is it enthusiasm? Knowing my learners? Implementing it in a manageable way for my learners? What happens when the PD/event doesn't directly affect my class but rather makes me think of something in my own practice or pedagogy I want to change or reflect on.
Inquiry on how I teach not what I teach - how does this fit with our current COPS model? I feel like the message has been somewhat confused as during COPs we are meant to be focusing on our practice within writing to boost writing data. In fact our goals have been written especially to reflect getting 80% of students at or above the standard in writing. This seems to be a bit of a mixed message as we are reflecting on our practice and also a curriculum area. While this makes sense to kill two birds with one stone I find it very hard to reflect on my 'how' when it is so intertwined in 'what' I am teaching. Perhaps I need to re-phrase my inquiry focus to fit more with the 'how' than the what. I have chosen the goal of students expressing the 'why' of what they are learning, I am not sure how this fits in with my own teaching practice. I need to go back to the appraisal connector criteria and find the links between the goal of 'why' and my own 'how' I am teaching.
From what Tony said today we seem to be following a similar programme in MindLab at the moment. Thinking of professional problem, implementing some changes, reflecting on these changes, evaluating them, gathering student voice and creating a judgement on how it effective it was. I need to bring this process more into my journaling process, always thinking about me and my practice not what the children are doing and gaining. This will happen as an outcome of my reflection.
I feel reasonably confident about how open I am with my practice and I am honest with colleagues about the weaknesses of my practice however I don't feel I am very good at documenting this reflective process clearly in my journal. This is something I really want to work on going forward.

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