M A K I N G S E N S E O F L I T E R A C Y R T I I N T H E C L A S S R O O M
A W O R L D LY J O U R N E Y: L I T E R A C Y I N T E R V E N T I O N A R O U N D T H E G L O B E
KATE RAFFILE, M.ED, CAGS FULBRIGHT DISTINGUISHED AWARD IN TEACHING
Beverly Randell on Teaching Reading
T O D AY S L E A R N I N G PAT H /W A LT
NZ Educational History
General NZ Schools Today
New Zealand Results
Urgency of Creating a Literate Society
Changes to our practice
3. goal setting
5. utilizing resources
N E W Z E A L A N D E D U C AT I O N A L S Y S T E M H I S T O R Y Education Act 1877
Multi-age schools- 1-2 teachers, in 1 or 2 classrooms 78% (1877); 81% (1927); 65% (1947)
1936-Abolition of proficiency exam, primary teachers could explore subjects in depth, more self-directed project based learning, teachers tailored to childs individual abilities and needs.
By the 1960s urban and rural primary schools had the same curriculum. Country teachers had become skilled at teaching different ages and levels in one classroom.Classes were informal, with all children taking part of some activities. At other times, some received the teachers attention, while others practiced writing or read silently.(retrieved: www.teara.govt.nz/en/country-schooling/print on 3/4/2015)
1966-Schools broken into primary and secondary. Teachers were still teaching a range of students. 1 teacher for primary (NE-year 6); secondary (year 7 to 12)
H I S T O R Y O F T E A C H I N G R E A D I N G I N N Z
1958 NZ Govt provided reading materials- Janet & John
1961-1962 Produced own series: Ready to Read
1963- Disseminated Ready to Read and provided PD (18 books, 12 little books, 6 regular size, leveled by color, moved up in gradient); Later Years- PM/Beverly Randell to join as supplemental texts, Joy Cowley, etc
Development of Reading Recovery - 1970s
N E C E S S I T Y O F D I F F E R E N T I AT E D G R O U P I N G : PA R T O F T H E H I S T O R Y
Especially in baby-boomer generation- classes as big as 40-50. Children broken into groups of 8-10 @ same level of achievement.
Sample literacy block (1949-1963, Interview with Beverly Randell, 2015) 9:00-9:45 Purposeful Play 9:50-10:30 Word Study 10:30-10:45 Playtime 10:45-12:00 Blackboard Reading/ Small Group (6 groups, 12 mins each), others independently working 2:30-3:00 Book Reading/Small Groups (10 minutes each) 3:00 Take book home
S C H O O L S T O D AY
Most schools have less than 120 students
Schools receive funding based on decile level- schools must fundraise
Special Education Process- Lack of Resources, Parent Funding
MOE provide resources: Ready to Read, School Journals, Educator Textbooks (Effective Literacy Practices)
National Standards & Curriculum
No national assessment
J U S T S O M E T H I N G S T O P O N D E RF U N D A M E N TA L D I F F E R E N C E S
P O W E R F U L Q U O T E S F R O M T H E N Z N AT I O N A L C U R R I C U L U M Purpose: Young people become confident, connected, actively involved, lifelong learners
High Expectations: The curriculum supports and empowers all students to learn and achieve personal excellence, regardless of their individual circumstances.
The New Zealand Curriculum sets the direction for teaching and learning in English-medium New Zealand schools. But it is the framework rather than a detailed plan. This means that while every school curriculum must be clearly aligned with the intent of this document, schools have considerable flexibility when determining the detail.
The design of each schools curriculum should allow teachers the scope to make interpretations in response to particular needs, interests, talents of individuals and groups of students in their classes.
Learning Environment: Students are to feel accepted, enjoy positive relationships with fellow students and teachers, know what and why they are learning and how the content will be used in their lives. Teachers are encouraged to find opportunities for students to make decisions about their learning. Learning communities are such that everyone, including the teacher are encouraged, challenged, supported, and given feedback.
Assessment: Promotes- On-going, in-the-moment assessment to inform teaching; asks teachers to be inquirers, establish baselines to create direction in teaching; requires that teachers know their students and deliberately build on what their students know and have experienced, so they can maximize learning time, anticipate students learning needs, and avoid unnecessary duplication of content. Each school decides on their own assessment procedures and tools.
The New Zealand Curriculum, together with Qualifications Framework, gives schools the flexibility to design and deliver programs that will engage all students and offer them appropriate learning pathways. The flexibility of the qualifications system also allows schools to keep assessment to levels that are manageable and reasonable for both students and teachers. Not all aspects of the curriculum need to be formally assessed, and excessive high-stakes assessment in years 11-13 it to be avoided.
- Students enter on 5th birthday
-Students stay in NE class for (usually) 3 terms, or until they are ready to move on
-Fluidity between NE and Year 1
-Multi-age/level groupings NE, Year 1, Year 2
-Allows for smaller groupings throughout the year during 1st year of school
S O W H AT ? R E A D I N G R E S U LT S
85% students meeting/exceeding NZ National Standards (based on observations / site visits/ERO Reports)
Latest PISA Results (Program for International Assessment, 2012):
88-98% NZ students reading at level 5+(one of the highest percentage of students reading at level 6)
Reading Proficiency 512 496 498
High Early Reading Expectations
New Entrant Process= Individualized Support
NZ YEAR OF SCHOOL
EOY NZ READING LEVEL
EOY ORR READING
NE ENTRANT K 11 4
Urgency in Teaching Those Hardest-to-Teach
If early literacy skills are not acquired by age 7, everychildachancetrst.org
Return on Investment
What to do? Steps to Effectively and Efficiently Intervening
collaborate assess set purpose for student learning/expectations differentiate utilize resources Additional Strategies
H E W A K A E K E N O A W E A R E A L L I N T H I S T O G E T H E R M A O R I P R O V E R B
D E F I N I N G E L E M E N T S O F C O L L A B O R AT I O N MUTUAL UNDERSTANDING
RELATIONAL TRUST (Willingness to be vulnerable b/c one has confidence that others will play their part. Not to be mistaken for warmth and affection).
COMMON LEARNING-Dont pretend to have all the answers (open learning conversations= OLC)
A L O N E W E C A N D O S O L I T T L E , T O G E T H E R W E C A N D O S O M U C H - H E L E N K E L L E R
IN THE CONTEXT OF A SCHOOL, GAINING SIGNIFICANT SHIFTS IN STUDENT ACHIEVEMENT AND WELL-BEING REQUIRES THE COLLECTIVE EFFORTS OF MANY TEACHERS( ROBINSON, ET AL 2009)
AUCKLAND STUDY: STUDENT READING LEVELS WITH PROFESSIONAL DISCUSSIONS
CHICAGO SCHOOLS- 200 SCHOOLS, TRUST=IMPROVEMENT IN MATH AND READING SCORES
OPEN LEARNING CONVERSATIONS, TRUSTING RELATIONSHIPS- ALLOWS NON-JUDGMENTAL PROBLEM-SOLVING
MODEL FOR STUDENTS
PROMOTING A SUPPORTIVE ENVIRONMENT AND ENCOURAGING THE DEVELOPMENTAL OF POSITIVE COLLEGIAL RELATIONSHIPS NOT ONLY AFFECTS STAFF AND QUALITY OF WORK LIFE, BUT IS LIKELY TO HAVE IMPLICATIONS FOR STUDENTS, THEIR LEARNING, AND THE COMMUNITY AS WELL.
Scanned by CamScanner
H O W T O A C H I E V E P O S I T I V E C O L L A B O R AT I O N protected time
commitment to work together as true professional colleagues
set goals that are clear and appropriate for student learning- focused discussions that are solution minded
collective responsibility and accountability for student achievement and well-being, US Study: Schools with a high level of collective responsibility for learning are those where students learn more in all subjects
evidence based discussions (student portfolios)
action research projects