Profile of a learnerMal Thompson

University of Otago College of Education2011

Teacher Inquiry

•“Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students.” (NZC, p.35)

University of Otago College of Education

What are the needs of our learners?•A year 9 class of 27 students has an

average e-asTTle score of 1467 points or level 4B.

•Some students were able to find, select and retrieve information; make links between visual and verbal information (Achieved)

•Some students had some knowledge of vocabulary; and could make inferences (Strengths)

…needs of our learners•Students unexpectedly were not able to

respond using understandings and information

•Some students could not find, select and retrieve information

•Some students could not make inferences•Students were not able to consistently

read for meaning; or had knowledge of vocabulary, or find, select and retrieve information

E-asTTle information

•So what does this mean for the teacher across the curriculum – e.g. the science teacher or technology teacher?

Student D•Scored 1238 points, <2B•Achieved nothing; some strengths; mostly

has gaps and to be achieved

How does a teacher know what to teach in subjects across the curriculum with class/ individuals like this?

Diagnostic Literacy Assessments •Test students’ ability to find information, read with deeper understanding, and increase subject specific vocabulary

•Can be used across curriculum

–

Science text

Year 10 Diagnostic Literacy Assessment: Science: Rock Cycle Ref: New Millennium 2, p106-7

Using Text Features:

Make predictions about reading from headings, sub-headings, tables, diagrams, illustrations, captions etc.

What do you think this text is about? (Tick one)

a. Different types of rocks and their characteristicsb. The process of rocks changingc. How rocks form from sediments and earthBest answer ‘b’ as it shows the reader has used all of the features to combine.

Correct: Incorrect: No Response:

Making inferences, cross-check and confirm using text features

How does the recycling of rocks occur?

Rocks are constantly being formed through heat and pressure and weathered in time to form sediments and soil.

Correct: Incorrect: No Response:

Make predictions about reading using knowledge of sentence and paragraph structure

In the section: “Igneous Rocks”, what do you think is the most important detail in this section? Why do you think that?

That these rocks are formed from molten magma/ lava.

Correct: Incorrect: No Response:

Building skills/ strategies•Making predictions•Making connections•Crosschecking•Visualizing•Inferring•Asking questions•Identifying important ideas•Summarising•Building vocabulary

Professional development•Identifying needs through both e-asTTle

and DLA•Focus on aspects such as use of text

features, reading for deeper understanding, and building vocabulary knowledge

•Design of activities to build skills needed

Diagnostic literacy tests gains9A 9A 9B 9B

Item (% correct) T1 T2SCI

T1 T2 NAR

T1 T2SCI

T1 T2NAR

1 Use of text features 33 5048 4419 6

38 4448 5614 0

71 4121 52 8 8

71 7029 30 0 0

2 Crosscheck 38 1948 6914 12

0 1362 8138 6

58 8142 19 0 0

25 8175 19 0 0

3 Sentence/paragraph structure

38 5657 31 5 13

29 052 6319 37

75 6725 30 0 3

75 3725 63 0 0

4 Text form - explanation 14 3857 4429 18

10 652 5038 44

54 8146 19 0 0

58 5238 44 4 4

5 Authorial intent 14 3886 56 0 6

5 652 6343 31

8 8142 19 0 0

53 8963 11 4 0

6 Integrate information 19 1867 6414 18

5 3167 5029 19

46 5254 41 0 7

29 5267 48 4 0

7 Locate main points 19 3167 4414 25

38 1919 6243 19

56 8946 4 4 7

54 6342 37 4 0

8 Gather literal/ inferred information

5 2557 5038 25

14 6343 2543 12

38 7854 22 8 0

88 81 8 19 4 0

9. Categorise, summarise

76 2514 3810 37

5 033 5062 50

96 78 4 15 0 7

17 1575 6612 19

10.Vocab using context 0 1362 5038 37

38 1938 4424 37

29 2267 67 4 11

75 7817 19 8 3

11. Vocab using morphology

0 12 48 4452 44

14 3157 3829 31

67 3333 44 0 23

79 81 8 1913 0

Data: Gains in Student Achievement: asTTle Year 9

National average

School average 9S (24/26)T1 T2

9R (18/16)T1 T2

9E (20/17)T1 T2

asTTle average reading score

1557 1456/ 1507

1431 / 1510

1370 /1438 1357/1428

asTTle level 5B 4B / 4A 3A /4A 2A/3A 2A /3A

% reading at or above level 16%/21% 4% /5% 0% /6% 0% /0%

% reading below (at risk level 4P & below)

84%/79% 96%/95% 100% /94% 100% 100%

% reading well below (at risk level 3A & below) 50%/12% 100%/50% 100% /35%

asTTle average reading range

<2B-6P<2B-6P

<2B→5B  2A →6B

2P→3A 2P→5B

2B→3A <2B→4A

Changes in practice

•Change in approach to reading text•Emphasis on students finding information

through use of text features•Students actively engaged and involved in

reading text and making own notes•Use of data to underpin decisions in

teaching

ka puawaiNurture the seed

And it will blossomseed

And it will blossom

Poipoia te kakanokia puawai