Proudly a preferred supplier of NSW Department of Education
Enjoying the journey to a fantastic literacy culture
Culture is inherently how we feel and therefore behave. It starts with leadership, the setting of expectations and clarity on how to achieve the expectations in a way that feels attainable to the collective team.
Cultivating literacy culture with Cleverbean
Coming soon - AI driven invisible assessment for monitoring whole school writing
Some insights we have learned
Approximately 72% of teachers have shared they lack confidence when providing explicit writing instruction & feedback
Less than 7% of students receive explicit feedback during a literacy writing lesson
The shift from ‘saving time’ to ‘re-purposing time’ is a trending mindset shift among teachers
With the increased focus on breaking writing skills down into their smaller parts, teachers are noticing nuanced knowledge gaps that have impacted their confidence teaching and feeding back in the writing classroom.
To address this, our writing instruction has been developed in house with the support of Annie Fisher, a school literacy leader, graduate mentor and Snr Researcher of AERO. All writing lessons are highly explicit, so that both students and teachers can increase their knowledge simultaneously, while new tools for student feedback will assist students and teachers in the art of providing purposeful feedback.
It is impossible for a teacher to provide 1-1 explicit feedback, to every student, during their independent practice time within a lesson. After working with schools and collecting thousands of data points on the delivery of feedback, we found that 8 out of 10 times, the feedback was generic vs explicit and unlikely to help the student refine their writing.
Crucially, we discovered that students who received explicit feedback significantly outperformed other cohorts in writing outcomes.
With the growth and impact of technology, we are noticing teachers' high desire to move away from administrative tasks and shift back to core teaching tasks that channel their efforts towards areas where they can make the greatest impact. Easily available student learning insights has become one of the most popular requests to most effectively achieve this.
Some insights we have learned
Approximately 72% of teachers have shared they lack confidence when providing explicit writing instruction & feedback
With the increased focus on breaking writing skills down into their smaller parts, teachers are noticing nuanced knowledge gaps that have impacted their confidence teaching and feeding back in the writing classroom.
To address this, our writing instruction has been developed in house with the support of Annie Fisher, a school literacy leader, graduate mentor and Snr Researcher of AERO. All writing lessons are highly explicit, so that both students and teachers can increase their knowledge simultaneously, while new tools for student feedback will assist students and teachers in the art of providing purposeful feedback.
Less than 7% of students receive explicit feedback during a literacy writing lesson
It is impossible for a teacher to provide 1-1 explicit feedback, to every student, during their independent practice time within a lesson. After working with schools and collecting thousands of data points on the delivery of feedback, we found that 8 out of 10 times, the feedback was generic vs explicit and unlikely to help the student refine their writing.
Crucially, we discovered that students who received explicit feedback significantly outperformed other cohorts in writing outcomes.
The shift from ‘saving time’ to ‘re-purposing time’ is a trending mindset shift among teachers
With the growth and impact of technology, we are noticing teachers' high desire to move away from administrative tasks and shift back to core teaching tasks that channel their efforts towards areas where they can make the greatest impact. Easily available student learning insights has become one of the most popular requests to most effectively achieve this.
Feedback on our newest AI driven student feedback
Our students and teachers have been talking about this ever since the trial, the students loved the frequent feedback and sense of achievement.
Sharley Kiesewetter
Assistant Principal
Bangalow Public School, NSW
Writing is the hardest skill to monitor. To be able to group students based on capabilities in real time is a game changer.
Frances Robertson
Principal
St Patricks Parish School, Cooma, NSW
This really eases the burden of conferencing 1-1 feedback in a single lesson.
Jacob Torpey
5-6 Classroom teacher
Coburg West Primary School, VIC