Using Verso to be Data Wise in PLCs A large part of our work is focused on using research-based protocols to equip school leaders, coaches and teachers with the confidence and skills required to use student reflection data to inform high quality teaching and learning. We have found that by organizing this work around the…
Working in partnership with social studies learning specialists in South Carolina, we were given the task of supporting students in using high level contextual vocabulary when writing, demonstrating understanding or discussing their learning. The district wanted to use this strategy as part of a broader initiative to build learning power in students through meaningful collaboration,…
“Student voice’ is the intentional collection of students’ thinking and feedback on their learning, and the use of these voices to inform and improve teaching, learning, and school-wide decision making.” Prof Helen Timperley The “My Impact” Dashboard provides access to classroom data capable of informing professional inquiry. The profile dashboard allows teachers to evaluate…
“We do not learn from experience… we learn from reflecting on experience.” John Dewey When we ask students to respond to a Verso instant Check-in, we are asking them to reflect on what and how they are learning. They are then required to consider the extent to which they felt challenged by the learning experience before…
“Success in education is about identity, agency and purpose. It’s about building curiosity and compassion – about opening minds and hearts; and it’s about courage – about mobilising our cognitive, social and emotional resources to take action”. Andreas Schleicher, Director, OECD Directorate for Education and Skills Traditionally, schools have relied on infrequent large-scale surveys and…
A fantastic conversation with Year 4 teacher, Emma Wasson, where she talks about the power of using Verso Check-in with her students. “I feel like a more capable contributor, not only to my classroom and to my students but also to my team” It is so powerful to hear Emma sharing the importance of…
How we are learning is at least as important as what we are learning. When asking students to complete the sentence “we are learning to..”, many students struggle to select an appropriate verb to articulate their learning goals. The verb in the learning objective, describes the action associated with the desired learning outcome. The supporting verbs…
“We are learning to …” “Ambiguity in expectations of what success looks like in any process, task or product diminishes learning” (Fisher and Frey 2021) When learners have clarity, they understand where they are going in their learning and are in a position to select the tools and strategies that will be most useful on…
