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Improving Literacythrough SSEDay 3

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Overview of SeminarSession 1

9.30 – 11.00

• School reflection on school improvement experiences• Implementing school improvement in literacy

11.00 – 11.15 Coffee

Session 2

11.15 – 12.45

• Implementing school improvement in literacy

1.00 – 1.45 Lunch

Session 3

1.45 – 3.30

• Monitoring school improvement in literacy• SSE consolidation activity• Moving forward

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Overview of Day 1

• Data Gathering

• Data Analysis

• Reading Fluency

Overview of Day 2

• Implementing

• Monitoring

• Writing

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• How are we reflecting on pupils’ learning experiences?

• How are pupils reflecting on their own learning experiences?

• How are we reflecting on our own teaching practice?

• How are we using this information?

School Reflection

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Day 3 Objectives

• To provide opportunities for school reflection

• To explore step 6 of the SSE process through the lens of oral language

• To provide opportunities for consolidating the SSE process

• To promote best practice in the teaching and assessment of oral language

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Effective monitoring of the SIP happens at

individual classroom and whole school level

SSE involves establishing a culture of

enquiry in the school and in the classroom

A number of key components inform the planning, teaching and

assessment of oral language

Key Messages

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Question Board

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Gather the evidence

Analyse the evidence

Draw conclusions

Write school self-evaluation report

Devise school improvement plan

Implement and monitor improvement plan

The 6 step process

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Step 6, the final step, is vital if the SSE process is to bring about improvement. It is only when the actions in the improvement plan are implemented that the work of the school can improve. All relevant school personnel should be aware of the actions to be implemented at individual teacher, class, or whole-school level. These actions should become part of the normal teaching and learning process.

SSE Guidelines, p.19

Step 6: Implement and Monitor

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Exploring the School Improvement Process

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Implementation

Specific Focus:

Oral Language

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Spelling

Free Writing

Vocabulary

Handwriting

Punctuation

Grammar

Develop Listening

& Speaking

Skills

Teach a Variety of

Spoken TextsTeach and

Extend Vocabulary

and Conceptual Knowledge

Promote Auditory Memory

Create a Language Learning

Environment

Genre(Written Text

Types)

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Develop Listening & Speaking Skills

Teach a Variety of Spoken Texts

Teach and Extend Vocabulary and

Conceptual Knowledge

Promote Auditory Memory

Create a Language Learning

EnvironmentStorytelling Oral ReportsDiscussions

Interest TalksQuestioning and

InquiryInstructions

Conversations Arguments &

Debates

Physical Environment

Classroom Culture

• Dialogic Classroom

Broad Rules that Govern Social Interactions

Use of Voice (paralinguistic skills)

Use of Non-verbal Behaviours

(extra-linguistic skills)

Awareness of Audience

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Develop Listening & Speaking Skills

Teach and Extend Vocabulary and

Conceptual Knowledge

Promote Auditory Memory

Create a Language Learning

Environment

Arguments and Informal Debates

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Teaching the Spoken Text Types

Independent Speaking and Listening

Guided Speaking and Listening

Shared Speaking and Listening

Modelled Speaking and Listening

Topic preparation

Discovery

Familiarisation

Imitating and Repeating

Recasting & Expanding

Prompting QuestioningModelling

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Familiarisation with the Spoken Text Type

• Listening to arguments and debates

• Watching video excerpts of arguments and debates

• Reading written genres related to the spoken text type

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• Work in small groups –allocate one person to be the observer

• Each group will be allocated a topic - think about your point of view and your justifications

• Have a discussion about the topic, ensuring that each group member gets to put across their point of view

Discover the framework and language features

• Observer takes notes under a number of designated criteria

• Observer provides feedback to the whole group

• Teacher collates the observations on a ‘living chart’

What TV programme should be banned and why?

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Use cross-curricular topics and themes as the basis for oral languageIn preparing for an argument or a debate for example, we might;• Use Graphic Organisers (eg. Speech Pyramid)• KWL Chart• Brainstorm the topic • Research the topic

- books- internet- videos

• Create Word Taxonomies related to the topic

Topic Preparation

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SPEECH

SITUATION

SPEECH EVENTS

SPEECH ACTS

SPEECH PYRAMID

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SPEECH PYRAMID

Children should be

allowed have

televisions in their

bedrooms.

Supporting

Evidence1

2

3

Alternative

Position

1

I strongly disagree with

the statement that all

children should be

allowed have a

television in their

bedroom.

On the other

hand, one might

argue that

television is very

informative and

can be used as

an educational

tool.

It is clear that this is a

complex argument which

needs to be onsidered

from a number of points

of view. In summary

however, it is clear that

children should not have

televisions….

To illustrate my

point, I would

like to propose a

number of

arguments.

Firstly, consider

the following;

1. Lack of

exercise

2. Inappropriate

content

3. Lack of

socialisation

SPEECH

SITUATION

SPEECH

EVENTS

SPEECH

ACTS

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SPEECH PYRAMID

Going on a

Message

Good morning Ms

Murphy, my name is

John Paul from room 2

Mr Ó Breacháin

wants to know if

you have any

white paint that

he could

borrow?

Go raibh míle maith

agat. Slán go fóil!

I have a

message

from Mr Ó

Breacháin

in room

2…

SPEECH

SITUATION

SPEECH

EVENTS

SPEECH

ACTS

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Modelled Speaking and Listening

• The explicit demonstration of a speaking and listening text-type, behaviour, interaction or convention.

Key Features • Sessions are brief: five to ten minutes. • Sessions have a clear, singular focus. • Clear Think-Aloud statements are used.

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Shared Speaking and Listening

• The teacher provides the

direction and invites students to contribute

• Pupils contribute ideas and

information. Decision making is

negotiated between the teacher and

student.

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• Pupils do the speaking and

listening with help from the

teacher or other sources at

pre-determined points.

Guided Speaking and Listening

• The teacher supports

the children and

provides feedback.

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Independent Speaking and Listening

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How do we teach it?

In SummaryWhat do we teach?

Develop Listening

& Speaking

Skills

Teach a Variety of

Spoken Texts

Teach and Extend

Vocabulary and

Conceptual Knowledge

Promote Auditory Memory

Create a Language Learning

Environment

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Assessment

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Support Material

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Exploring the School Improvement Process

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“the gathering and use of information at specified intervals to check if the required improvements are being made is necessary.”

SSE Guidelines, p.19

Monitoring

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Monitoring at Whole School Level

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Monitoring at Individual Classroom Level

Assessment in the Primary School Curriculum: Guidelines for Schools (2007)

http://www.pdst.ie/English

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Question Board

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• Consider possibilities for implementing actions

• Consider possibilities for monitoring actions – formal and informal

• Consider possibilities for monitoring progress

• Consider the timeline in your school improvement plan

• Other?

Moving forward…

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School-Self EvaluationTeaching & Learning Framework; 6 Step SSE Process; gathering, collating & analysing relevant data; implementing the SIP for

literacy, numeracy and any other area of teaching & learning.

Health and Wellbeing SPHE including Child Protection and Stay Safe Relationships and Sexuality Education (RSE) Active Learning Methodologies Anti Bullying-Procedures and Policy, Awareness

Raising, Intervention, Prevention and Intervention Strategies

PE Wellbeing for teachers

PDST Websites

www.pdst.iepdsttechnologyineducation.iescoilnet.ie (portal for resources)teachercpd.ie (on-line courses)

Overview of PDST Primary Supports for Leading Learning in the 21st Century

www.pdst.ie/schoolsupport

Models of support:in-school support (in-class modeling, meeting principal/groups of teachers, Croke Park hrs), seminars, workshops, clusters

Literacy SSE & strategies for improving

oral language, writing, reading and the use of broadcast /digital media.

NumeracySSE & strategies for improving

numeracy. Supporting the development of Mathematical

thinking.

GaeilgeTacaíocht chun Curaclam na Gaeilge a chur i

bhfeidhm i Scoileanna T1&T2, Féinmheastóireacht Scoile, chomh maith le

tacaíocht lán Ghaeilge a sholáthar do Ghaelscoileanna agus scoileanna sa

Ghaeltacht.

Integrating ICT - PrimaryActive Learning Methodologies- Key methodologies of the primary curriculum through the effective use of ICT.Literacy & Numeracy – Creating, developing and using ICT to create teaching resources in all areas of primary literacy and numeracy.SSE – Online tools for gathering, collating & analysing relevant data.eAssessment & ePortfolios – Assessment of / for learning with ICT.ePlanning & Collaboration – Google Apps for Education.Tablet Technology Integration – Pedagogy, Curriculum & SEN Virtual Learning Environments (VLEs) – Google Classroom, Edmodo

PDST Leadership ProgrammesMisneach.....New PrincipalsTánaiste.......New Deputy PrincipalsTóraíocht.....Aspiring Leaders accredited by

Maynooth UniversityForbairt .......Experienced Principals & ALNsSpreagadh...NAPD & PDST collaboration

www.pdst.ie

The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed

by Dublin West Education Centre

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