Wicked Question: How can we effectively monitor individual progress within a group setting? | Garden International School Blog

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Wicked Question: How can we effectively monitor individual progress within a group setting? | Garden International School Blog

Garden International School blog wicked question how to monitor individual progress within enquiry

Garden International School blog wicked question how to monitor individual progress within enquiry

Over the last four years we have come to recognise the importance and power of 1:1 conversations to improve learning. What we mean by this is clear, focused and need driven conversations with students that push them to progress and improve.

What we want to avoid is teacher driven “helicopter conversations” where the adult in the room buzzes from one group or student to the next asking surface level check in questions that do little but disrupt the flow of learning. A sight we tend to see a lot in this kind of learning environment. Well meaning but ineffective.

So we have become interested in deep level questioning based on need and data that serves the purpose of ensuring deep learning takes place.

Individual Checkpointing

Checkpointing has been a key feature of our enquiry programme for a number of years. However, before our “Be the Change” enquiry in 2016 we only included group checkpoints.

We became increasingly interested in how to measure the progress of individuals within that group setting.

This arose from real doubts over the progress of some students when working in group based tasks.

iPads and carefully considered multiple choice questions at key checkpoint times allowed us to get a real sense of the understanding and progress of every child.

For 2017 we also added attitudinal questions to give us data on how students were feeling about their learning at each checkpoint.  

Live Data Grouping & Data Dashboarding

Although a lot of time and thought went into the design of the individual checkpoints, getting the students to input responses into their devices was the easy part.

The real challenge was to find a way to turn this data into a useable dashboard that mentors could view and utilise to inform decisions on where they should be making interventions.

In the video Apple Distinguished Educator James Abela gives an insight into how this was achieved.

Testimonial

“The transparency of process and the evolution in project development that you and your team shared throughout the week will be invaluable as we take these conversations and experience back to GWA.  The ability to experience the program starting at the initial challenge day through to the students sharing process and project in 4 short days has provided valuable insight into the design and logistics required to ensure that the learning goals for both staff and students are explored and achieved.

The consideration to all levels of the school community to ensure that Large Scale Enquiry becomes part of the GIS culture of learning and enables the forum for students and staff to consolidate knowledge and skills, but also provides a springboard towards the development of 21st Century skills, as well as strategic and professional goals identified by the school’s leadership.  The celebration of learning that fully encompassed the community on Wednesday was amazing, both staff and students were able to acknowledge, share and celebrate their learning journey. ”

Megan La Caze
Assistant Principal
GEMS World School, Dubai

This is GIS Learning Culture. 

To download a copy of our iBook “Enjoy the Journey – Creating a Learning Culture at GIS” please click here. Kindly note that the link will only open from iOS device, provided the device has iTunes U and iBook installed.

Related articles:
Wicked Questions: How can we improve the quality of 1:1 conversation & How can we improve the consistency of the experience for all of our students?
Wicked Question: How can we better personalise learning within the enquiry?

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