Assessment for Learning ( AFL)

Teacher Reflection: Assessment for Learning

Engaging with the concept of Assessment for Learning (AfL) has significantly shifted how I view assessment in the classroom. Rather than seeing it as a final judgment of student ability, I now understand AfL as an ongoing process that supports learning and growth. It involves using evidence of student understanding to inform teaching and help students take ownership of their progress. This includes practices like learning intentions, success criteria, peer and self-assessment, and timely feedback. When implemented well, AfL builds clarity and confidence in learners and helps them see the purpose behind their work.

One of the most effective strategies I’ve adopted is sharing clear learning intentions and co-constructing success criteria with students. This helps them understand what they are working towards and how they will know when they’ve succeeded. It has been especially powerful in supporting diverse learners, as it allows me to tailor my teaching to meet students’ needs in real-time. I've also seen students become more reflective and independent when they are encouraged to assess their own work or give feedback to peers. These routines foster a classroom culture where mistakes are viewed as learning opportunities.

Assessment for Learning has also strengthened the relationship between teaching and assessment. Rather than relying solely on tests or final products, I now gather a wider range of evidence, such as class discussions, learning conversations, and ongoing observations, to understand student thinking. This holistic approach has improved the quality of my planning and allowed me to be more responsive and flexible. As I continue to develop in this area, I aim to deepen students’ involvement in the assessment process so they can set goals, monitor progress, and take greater responsibility for their learning journey.

CURSIVE HANDWRITING

 Teaching Students Cursive Handwriting

Teaching students cursive handwriting has been a valuable and rewarding experience, both for their literacy development and fine motor skills. While digital tools are increasingly common in the classroom, I’ve found that cursive writing offers unique benefits that support students' learning differently. Cursive helps students with letter formation, writing fluency, and even spelling, as the connected letters encourage muscle memory and rhythm in writing.

Initially, some students found cursive challenging, especially those who struggle with motor coordination or who are more accustomed to typing. To address this, I introduced cursive gradually, focusing on one or two letters at a time and using consistent modelling and practice. I also incorporated multisensory strategies, such as tracing in sand or using whiteboards, to make the learning more engaging. With encouragement and repetition, I noticed a steady improvement in both confidence and legibility.

What stands out most in this journey is how proud students feel when they master cursive writing. It fosters a sense of achievement and ownership over their work. Beyond the practical skill, cursive also promotes patience, concentration, and a connection to traditional forms of written communication. Going forward, I aim to continue integrating cursive into writing tasks to reinforce its use, while ensuring it remains a supportive and enjoyable part of students' literacy development.

SCIENCE OF LEARNING

 Science of Learning

Engaging with the Science of Learning has deepened my understanding of how students acquire, retain, and apply knowledge. Grounded in cognitive science, this research highlights the importance of working memory, retrieval practice, and spaced repetition. I’ve realized that effective teaching is about delivering content and designing learning experiences that align with how the brain processes information. For example, I now incorporate more regular low-stakes quizzes and opportunities for students to recall prior knowledge, helping them strengthen memory pathways and make meaningful connections.

One of the most impactful ideas I’ve taken from the Science of Learning is the need to manage cognitive load. In the classroom, this means breaking down complex tasks, using visuals to support explanations, and giving students time to practise new skills without being overwhelmed. I’ve also become more conscious of the importance of clarity and structure—ensuring that instructions, resources, and expectations are clear so students can focus on learning rather than trying to make sense of what’s required.

Finally, this research has reinforced the power of feedback and metacognition. Encouraging students to think about their thinking—through goal setting, self-assessment, and reflection—helps them become more self-directed learners. I now build in time for students to reflect on what strategies worked for them and where they can improve. Overall, the Science of Learning has provided me with practical, research-based strategies that make teaching more effective and learning more lasting.

LEADERSHIPS

 Exploring Different Types of Leadership

Leadership is a multifaceted concept that manifests in various forms, each with strengths and challenges. Through recent professional development, I have gained deeper insights into different leadership styles, including transformational, transactional, servant, instructional, and distributed leadership. Understanding these styles has helped me reflect on my own approach and identify strategies to grow as a more effective leader within the school community.

Transformational leadership emphasizes inspiration, vision, and long-term change. Leaders who adopt this style work to motivate others by creating a shared purpose and encouraging innovation. I admire how transformational leaders build trust and foster a sense of belonging among their teams. It has encouraged me to consider how I can inspire others in my school by setting high expectations, modelling professional values, and promoting collaborative learning environments.

In contrast, transactional leadership focuses more on structure, performance, and short-term goals. While this approach can sometimes seem rigid, I’ve learned that it plays a crucial role in maintaining accountability and clear expectations. Understanding when to apply transactional strategies, such as performance monitoring and feedback, can effectively ensure consistent progress and standards within teaching teams or student learning.

Servant leadership particularly resonated with me because of its emphasis on empathy, listening, and putting others’ needs first. This approach aligns well with my personal values as an educator. I see great potential in adopting more servant leadership practices, especially when working with students, parents, and colleagues. Being approachable, supportive, and community-focused fosters trust and leads to more meaningful and productive relationships.

Finally, exploring instructional and distributed leadership highlighted the importance of sharing leadership responsibilities and focusing on student achievement. Instructional leaders prioritize curriculum and pedagogy, while distributed leadership encourages collaboration across all staff levels. Both styles remind me that leadership is not about a title or position but about influence and shared responsibility. Moving forward, I aim to empower others by recognizing their strengths and involving them in decision-making processes that ultimately benefit our learners.

PD DATED 19/05/2025 AT KORU PRIMARY SCHOOL.