Standard+4.3.1

=Select and use effective forms of explanation to support student understanding of their learning goals. =

Our students very often communicate more easily and effectively via email than face to face. While I believe that I am very approachable and open with my students, I have also made it clear that they are able to email me at any time, day or night; school day or weekend; term time or holiday and I shall reply to their emails as soon as possible. Because of this, my students are more likely to seek and use my support in order to clarify any problems they may have and thus have a better understanding of their learning goals.

[|Student A] from year 8 was unsure that she was going into sufficient depth. Our email correspondence helped ‘A’ understand her learning goals and gave her added confidence to pursue a greater understanding of the subject matter.

[|Student G]from year 12 is engaged in class, arranges times to see me individually or with study buddies and often emails.

In class I had provided my students with a list of all of the first hand investigations that are listed in the Biology syllabus. I suggested that they go through their practical notes and text to ensure that they were able to address each dot point.

Clearly ‘G’ was under the impression that all first-hand investigations were controlled experiments requiring a statement of variables. As she was going through she started having greater difficulty in fitting in with a format we had used for controlled experiments.

In this instance the use of email was a highly effective form of explanation to support student understanding of their learning goals as it was quick and offered individual comments for each situation.