Play 13

Hunting (not punting)

What is it?

Also known as ‘active observation’ in TLAC 3.0, it is a technique where teachers are intentional about how they scan their classroom. They will decide specifically what they are looking for and remain disciplined about it in the face of distractions. 

When done well, it is an effective method of checking for understanding. The key idea is that the act of walking around the classroom should be seen as a crucial method of collecting objective data. 

Hunt, don’t punt: it is important to be clear about what you are looking (hunting) for, then making notes about which student responses, or types of responses, you want to refer to when you bring it back to whole-class teaching.

Why is it important?

It reduces cognitive load: we have a huge cognitive load when we are teaching. It is impossible to take accurate, ‘mental notes’ whilst going around the classroom - we just won’t remember it all. It is one of the reasons we note down who we issue ‘reminders’, ‘warnings’ and behaviour referrals to - why wouldn’t we do the same with learning?  

Accurate checking for understanding: by noting down common trends in our data, we reduce our cognitive load in the moment and are able to respond better to the learning. We are more accurate in our assessment of student progress and can respond to emerging needs in a timely and specific manner.

What to do:

Intellectually prepare (IP)

Intentionality is important for our hunt: decide what you should see in students’ work.

Plan ahead the likely errors students will make in order to be able to track for this 

This data is much more useful than knowing who got something correct.

Track trends

Be disciplined in your tracking - use your IP to only look for what you should see in students’ work.

Free up your cognitive load: as you circulate and note down data you receive, particularly common errors.

Use your seating plan

Your seating plan makes your hunt more efficient.

Choose approximately 4 students that will indicate a good sample of the class, for example:

  • An underachiever

  • A grade leaper (a diligent student who will excel with the right feedback)

  • An ‘average’ student

  • A pathway A/X student

Hunt, don’t punt

Hunt for data that will later help you steer your questioning in a productive direction.

Don’t fish for the correct answer, or ‘punt’ on the assumption that students have understood.

Stop and re-teach

If you notice a common error, stop the class and re-teach.

Data from your active observation will allow you to respond in a timely and specific way.


 

Normalising merits