Albany Senior High School/Profiling
What is good profiling in specialist subjects continued…
- It is based on information, observation and discussion with students
- Asking, inquiry
- Doesn’t ignore the middle of the class
- Collecting and collating evidence and data
- Ongoing , keeps being updated
- Feeds forward and back
What does it do for teaching and learning?
- Helps to target your teaching, develop strategies
- Helps ensure students don’t fall through the cracks
- Allows evidence based decisions
- Helps planning, allowing teachers to scaffold and create programmes
- Identifies needs: learning and teaching
- Helps you to differentiate
Questions still to be answered from the feedback one
How do we know that profiling is effective?
Improved outcomes in engagement, production and assessment grades
Change in attitude, output, motivation or programme for student
It leads to action
It’s in context
Makes things transparent
Loop teacher, student, parent and Kamar
Maps changes
Monitoring next steps to new targets
Learning for the teacher
Shared learning teacher/students/student community
Should we have a common template for profiling?
Could be helpful as a starting point but teachers must be able to do it their own way
A template for setting targets may be useful. We could personalize for our own purpose. Maybe a beginning of the year template?
Some common guidelines would be helpful.
Targets different from subject to subject
What is expected at ASHS?
Profiling your tutor group in depth
What data and how do we collect it?
Observation, products, conversations
Observe behaviour, engagement, verbal responses
“Do now” questionnaires
Discussion of ideas, terminology to determine prior knowledge
Learning styles survey on paper by discussion
Brainstorm prior knowledge
Informal discussion
Group work
Conferencing
Homework
Goal setting
From formative assessment
Descriptive eg student interests to do with topic
Look at historical data eg credits, literacy and numeracy
Use evaluation sheets to find out specifics eg efficacy, confidence, link to real world
Student self assessment eg I can
Practice tests
Cross pollinate with other subjects
Write me a letter
How did you use it?
Responsively!
How did you or the student record the information?
Informs planning directly ie straight into action or intervention, not necessarily formally recorded
Teachers should have to feed back on profiling to subject leaders otherwise we slip under the radar and don’t do it
Mark books, observation notes
Student records
Kamar
How can we involve students in profiling?
Links between tutorial and specialist subject profiling needs to be stronger
Conversations around subject options that lead to success and working around this (different paths)
Group work
Shared learning teacher/students/student community
Freedom of choice vs responsibility for achieving
Students aims, expectations, strengths, weaknesses
Other
Never be satisfied
Involvement with student services
