Although I had read in many professional resources on the value of working with peers, the opportunity to look closely

at how this affects student learning has had a permanent effect on how I will teach for the remainder of my career. (host teacher)

Student Work Study Initiative

After every assignment, the written feedback told me what I was doing well and what I needed to focus on. So I just focussed on what I needed to do and got better. (Student)

For more information please contact: Mary-Jo Drager -SWS Teacher Gaylene HagartyLearning Coordinator

2012 - 2013

HPCDSB - 519-345-2440

What is SWS ?
The Student Work Study is an LNS initiative structured around a collaborative inquiry between an experienced teacher working in a temporary research role and hosting classroom teachers. The initiative is rooted in a model of collaboration and a co-learning relationship. Through reflection and co-learning opportunities, they may incorporate their findings into effective practices. The purposes of the Student Work Study initiative are to learn more about the: characteristics of students work at level 2 moving to level 3 kinds of feedback to students that results in improved work and engagement classroom conditions that support the development of student learning

How Will the SWST Work within the School?

SWS Teacher will collaborate with host teacher to: Make meaning of classroom observations Determine student learning needs and what to do to improve the work towards the next level Assess samples of student work in relation to curriculum expectations and learning goals Describe precisely what is demonstrated in the work Provide specific feedback to students as they improve their work Determine next steps in instruction Identify learning strategies that effectively address the diverse needs of students

Key Responsibilities of the SWS Teacher ?

Work as a research practitioner to describe and document observations of student experiences Observe student thinking and learning Share field note observations of how students approach the work with host teacher Collect samples of student work in reading, writing and math for further analysis Provide LNS with reports to describe student journey of learning ( narrative)-no student, teacher or school is named in any report

Two Suppositions that Emerged from SWS Work June 2012

If students use a reciprocal teaching structure involving math talk when problem solving, they develop confidence in their abilities to solve word problems and build on prior knowledge by listening to the ideas and thinking of other students in the group.

Role of the SWSTeacher is NOT.

Evaluative Coaching A fix Intervention

If students have multiple opportunities to use problem solving strategies in mathematics and are guided by effective questioning, then they will be able to think through the task and consolidate their understanding.