Selena Woodward
Chief learner, Uni lecturer, Co-founder and mum. Passionate about empowering my students, myself and my colleagues so that we can be the best we can be.
Selena Woodward Microsoft Trainer

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One Note Classroom and EDUC9404

October 4, 2017 | Focus Areas: | | | | | | | | | | | | | | | | | | | | | | 2 COMMENTS

Using the Data from the Heat Map

I had data for two of my workshops.  The first (the set on the left of the image) enabled me to see where students were feeling most vunerable. Some also started leaving me questions next to their rubric.  Questions that enabled me to focus my own teaching (and my own questioning) as I ran the workshop.  In the workshop after the first rubric check, I was able to sit my students according to the data. We explored the three theoretical frameworks in mixed ability group so. I ensured that there was an even mix of reds – green in each group and attempted to direct my questioning strategically.  Where students had identified they were green or amber, I ensured I directed questions that  might ask them to build on another’s answer, or to delve a little more deeply.  I could have been slightly more strategic with this decision making and given myself a colour coded seating plan – to ensure that this questioning was more evenly distributed around the class  – It’s quite hard to remember who was where in each element without that.  However, there were some interesting transformations happening.

In the week where I mixed people up and asked them to work together to support each other in this way, I notices a big change in mood in the group.  One of my groups had, to this point, been quite quiet and reserved. They were hard to get responses from and were a little reluctant to delve deeply through questionning as a whole class.  Something changed in this workshop. I can’t definitively say that it was solely due to this seating arrangement changing but, that group “woke up” and started to really respond to me during that session. Fantastic! I was starting to take their silence personally 😉 lol

After that session I asked them to re-heat map their rubric.  In their next workshop, they were sat in a different arrangement.  This time, in groups of like minded ability/confidence.   This week’s workshops involved them working on differentiated tasks.  Each group was given a different prompt to explore.  This plan worked well in all but one group where it became quickly apparent that not enough of them had completed the readings and so I had to take up more time that I liked going over some of the frameworks and theories.  In that particular group, we explored one answer together.

The heat map helped me to make judgements about who worked with whom, to direct my questions and plan activities according to student need and strength.

2 responses to “One Note Classroom and EDUC9404”

  1. I definitely agree that tutors would benefit from a some transparency in how they can best develop the strengths of students through, potentially strength-based evaluations, like Jonny: strong skills in research, however needs more encouragement and prompting to confidently join the group discussion. Interests: critical pedagogy, time travel, and DoctorWho. The heat map rubric first provided a clear set of standards/expectations, and was used to create a conversation (formative assessment) between teacher and student. This was used for tiering the subsequent lesson. Well done, Ms Selena Woodward.

    • Thanks Jacinta. Thank you for taking the time to read my reflection and for commenting! I hope it has been useful for you all too. I guess the proof will be in the pudding (or assignment 2 as it’s otherwise known!)

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