Learning

AiZ Secondary School Learning Leaders

Session 6

Learning

Reviewing the data

Reflection on practices, skills and strategies needed by students.

Sandra Pizaro

Agenda

Learning

Using the data source

Remember the areas of concern explored in the first session. Top of the list was:-

Making inferences infer

Working out meaning of words and phrases Context clues

Making links between directly stated ideas in a text

Making connections Year 7 Reading Year 7 Mag Year 9 Reading Year 9 Mag

Sandra Pizaro

Learning

NAPLAN question to focus on Question 22 NAPLAN 2008 Year 7

Make inferences about a character’s qualities Question 24 NAPLAN 2008 Year 7

Make links between directly stated ideas in a text Question 26 NAPLAN 2008 Year 7

Work out the meaning of words in context Question 11 NAPLAN 2008 Year 9 Questions 34, 42, 46 NAPLAN 2008 Year 9

Work out the meaning of words in context Question 38 NAPLAN 2008 Year 9

Make links between directly stated ideas in a text

Why were these questions so difficult? What teaching strategies could be engaged to develop individual skills?

Learning

What teaching strategies need to be taught for student success? Make links between directly stated ideas in a text.

Learning

What teaching strategies need to be taught for student success? Infer messages in a text.

Learning

What teaching strategies need to be taught for student success? Work out the meaning of phrases (words) in

context.

Learning

What tools can be used to strengthen the item knowledge? Refer to literature on Reading Comprehension

ContinuumProfessional readingArticles

What ideas have you found? LIST

How can this information be carried forward?

Learning

Plan for the use of data? How will the data

be used? How will you

support the staff to develop an understanding of the use of data?

Sandra Pizaro

How was the data used?

How did you support the staff to develop an understanding of the use of data?

What did you find were the areas of concern?

What plans will you put in place to share the data?

Learning

What anecdotal evidence has been collected? Conversations Observations

What written evidence has been collected? Annotated

Identify the strengths Identify the needs Identify next teaching point

Accountability Who is putting the evidence together?

VELS / Progression Points / Continuum / Writing Moderation Kit Making plans for teaching

Sandra Pizaro

Reviewing and discussing your data

With whom, what and why?

Learning

Looked at the what and now the how

Learning

For success the research says…

Research indicates that we build comprehension through:

Explicit teaching of comprehension strategies

Environments that support understanding of text

Comments

Sandra Pizaro

Learning

Explicit teaching of… Routines / Process

What does this mean? How does having a routine support learning? Discuss

Individual StrategiesWhat strategies are in place and what

strategies will come next? Discuss

Engage, Explore, Explain, Extend, Evaluate = e5

Sandra Pizaro

Learning

Elements of comprehension to develop mastery of reading Getting Knowledge Ready Vocabulary Paraphrasing Summarising Reading aloud / Visualising Questioning / questions Reviewing / reflection

Sandra Pizaro

Learning

Getting Knowledge Ready / Prediction /

Prior Knowledge / Inferring What have you found?

Professional Reading Review and discuss resources

Sandra Pizaro

Learning

Vocabulary Building Vocabulary

Reflection on:- Word splash Word lists

How is word knowledge extended at your school?

Applying word knowledge in reading and writing?

Sandra Pizaro

Learning

Visualising (out of reading aloud or reading to)

How has visualising been explored in your school?

What resources?

Visualising has 3 levels:- Context Level Sentence Level Word Level (vocabulary)

Sandra Pizaro

Learning

Questions and Questioning

What are the benefits of questioning? Teacher and student

What teaching strategies are used to engage? Importance of wait time Listen to the student (don’t repeat the answer)

Levels of questioning Bloom’s Taxonomy of questions

Sandra Pizaro

Learning

Paraphrasing and Summarising

Finding the key words Note takingRetelling

Building summarising skills delete, substitute, keep

Hint: - Use of known texts to develop summarising skills

Sandra Pizaro

Learning

Factors that Influence Comprehension The Student

Cognitive, Emotional, Perceptual, Social experiences Teaching strategies and skills that support learning Listening, speaking, reading and writing

The Text (reading / writing / speaking / listening) Building independence Readability and interest (reading at an appropriate level) Questions…

Before reading / writing /speaking / listening – predictions, prior knowledge, determining purpose

During reading / writing / speaking / listening– restating for understanding, making connections, asking questions

After reading /writing / speaking / listening – summarising, making connections, responding

The Purpose / The Focus Information Features – common text structures

Sandra Pizaro

Learning

A strategy to reflect on.

Have you grouped students as a teaching model?

Have you changed your teaching practice in any way?

What way? Have you used other evidence to make decisions

about your students or teaching?

Share actions at your tables

Sandra Pizaro

Learning

List professional reading that has supported or will support your learning?

Articles to read – which articles have you read?

What ideas for teaching have you spoken about or implemented?

What opportunities to share and discuss have you taken with colleagues?

Sandra Pizaro

Learning

What can be done next? List your professional reading to share at next

session. Why were these chosen? What did you learn from them?

Discuss the data you passed on to your colleagues What strategies or skills did you discuss? Did you trial a different teaching practice?

Learning

ExampleText Structure and Features

What explicit teaching took place

How was vocabulary developed

How was meaning constructed

How was Getting Knowledge Ready / Predicting and confirming

Sandra Pizaro