COLLABORATIVE DECISION MAKING ABOUT APPROACHES FOR INDIVIDUAL STUDENTS

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COLLABORATIVE DECISION MAKING ABOUT APPROACHES FOR INDIVIDUAL STUDENTS

Journal Title: International Journal of Innovative Technologies in Social Science - Year 2018, Vol 1, Issue 7

Abstract

As a rule, strategies were so well researched that, when implemented, they made a difference for many of the target students. The literacy and numeracy teams, which included staff from across the school, were often instrumental in researching and introducing new pedagogy. Progress was reported regularly to leaders and at team meetings. Although strategies and approaches were discussed at senior leadership and staff meetings, team meetings that focused on teaching and learning were the most effective drivers of changed practice. It was in such meetings that teachers discussed children’s progress and achievement and strategies that appeared to be succeeding. For example, data from the assessment resource banks (ARBs) showed what skills the children had mastered and how effective the teaching was. Teachers discussed target group children, what was and was not working for them, and what they as teachers could do next.

Authors and Affiliations

Gulnara Rahimova

Keywords

achievement regularly pedagogy collaborative implemented numeracy webinar target specific action interventions relevant.

EP ID EP559284
DOI 10.31435/rsglobal_ijitss/31102018/6199
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