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  • Homepage
  • Our Next Round TWPS
  • Instructional Rounds
  • Reading
    • Reading 2022 Oakhill Drive PS
    • Oakhill Drive 2022 Follow Up
    • Reading TWPS Follow Up
    • Reading Normanhurst 2021 >
      • Reading Key References
      • John Purchase PS OLJ Reading Initiatives
      • Reading 2 John Purchase
      • Worthwhile Reading Lessons
    • CR Reading
    • PL Reading
    • OLJ READING
  • Worthwhile Lessons
    • Thornleigh West Term 4 2019
    • Resources for Learning Trajectories
    • Ensuring Rigor
    • Writing Berowra PS 2021 >
      • Berowra PS OLJ Writing
    • WL Our Learning Journey
  • Visible Learning
    • PL Visible Learning
    • CR Visible Learning >
      • Learning Intentions and Success Criteria
      • Formative Assessment
      • Feedback
      • Student Self-Reflection
  • Self Regulated Learning
    • CR Self-Regulated Learners
    • OLJ Self-Regulated Learners
  • Mathematics
    • Mathematics >
      • Berowra PS 2022 Maths >
        • Our Learning Journey BPS
      • JPPS Mathematics 2022
      • CR Mathematics
      • PL Mathematics
      • OLJ Maths
  • A focus on thinking
    • Thinking PL >
      • Thinking Readings
      • Curiosity, Creativity & Critical Thinking >
        • Creativity, Curiosity & Collaboration
    • Thinking CR >
      • Unit
      • ES1
      • Stage 1
      • Stage 2
      • Stage 3
    • Our learning journey
  • Classroom Talk
    • PL Classroom Talk
    • CT Professional Learning 2
    • CT Classroom Resources
    • Student Talk at ODPS
  • Blog
  • Archives

READING
OUR LEARNING JOURNEY

  • What is it?
  • Why did we do it?
  • Questions for reflection
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The problem of practice focused on the comprehension aspect of reading, and how the pedagogy of formative assessment can be used to enrich its learning.  Ensuring that enjoyment of reading is being fostered is also seen to be of high importance. The Problem of Practice was:
​

How is deep understanding and enjoyment of reading being fostered through
​quality tasks and formative assessment?

Based on recent NAPLAN data, we found that students were not achieving expected growth. Data collected from teacher and student surveys also indicated that reading needed to be a stronger focus at our school. 
Curriculum: How is instruction assisting students to develop deep understanding of what they read?
Pedagogy:  What is the quality of the tasks?  What elements of the formative assessment cycle are evident: Learning Intentions/ Success Criteria; engineering tasks & discussions that elicit evidence of learning; activating students as owners of learning and resources for one another; providing feedback that moves learners forward
​Student engagement: How is enjoyment of reading being fostered?
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