unpacking the primary system to enhance the continuum of provision at 2 nd level
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Unpacking the Primary system to Enhance the Continuum of Provision at 2 nd Level. Overview of Presentation. Principles of the Primary Curriculum. The child is an active agent in the learning process The developmental nature of learning

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Presentation Transcript
slide3

Principles of the Primary Curriculum

  • The child is an active agent in the learning process
  • The developmental nature of learning
  • The child’s knowledge and experience as a base for learning
  • Environmental based learning
  • Learning through guided activity and discovery
  • Learning through language
  • The integration of learning
  • Collaborative learning
  • Individual differences
rationale
Rationale

Assessment

“… gathering, recording, interpreting, using and

communicating information”

Assessment in the Primary School (Draft), NCCA, 2007

slide5

Re-envisioning Assessment

AssessmentofLearning

AssessmentforLearning

slide7

What is a Standardised Test?

  • contains standardised test procedures which cover
      • administration
      • scoring
      • and interpretation of its results.
  • In practice, the term “standardised test” is most often applied to assessments that
    • contain objectively scored items
    • that are produced commercially
    • and that are norm-referenced

Supporting Assessment in Schools, NCCA, 2005

purpose of standardised testing
Purpose of Standardised Testing

Inform Teaching

and Learning

standardised test vocabulary
Standardised Test Vocabulary
  • Raw Scores
  • Standard Score
  • Sten
  • Percentiles

Class based scores

Age based scores

slide11

BELL CURVE OF NORMAL DISTRIBUTION

STEN 8 -10

High / Above average

STEN 4 - 7

Average

STEN 1 - 3

Low / Below average

Raw Scores are converted through conversion tables

slide12

Tests Available

  • MICRA-T
  • Drumcondra Primary Reading Test
  • SIGMA-T
  • Drumcondra Primary Mathematics Test
slide13
We should exercise caution when looking at a child’s performance in a standardised test!

We should exercise caution in what we report back and how we report it!

key message
Key message

The interpretation of standardised test results is most beneficial when it enhances teaching and learning

slide15

Assessment for Learning:

Getting closer to the reality of the child’s learning

slide16

Assessment for Learning:

      • Building learning around the child’s experiences
slide17

Assessment for Learning:

      • Planning for the learning process

Children\'s use of language

Teacher\'s use of language

Well planned practical activities

slide18

Assessment for Learning:

      • Teamwork approach to learning:
  • SEN team
  • EAL and Learning Support
  • In-class support
slide19

Recent initiatives in promoting

Oral Language & Maths in DEIS schools:

  • Whole school Approach to Oral Language
  • First Steps for Literacy
  • Ready Steady Go Maths
  • DEIS Cuiditheoir
first steps literacy programme
First Steps Literacy Programme
  • First Steps Literacy Programme is a resource which helps teachers and schools achieve the literacy goals and objectives they have planned for their children
  • First Steps links assessment to teaching and offers practical support for teachers in their classrooms
support of the deis cuiditheoir
Support of the DEIS Cuiditheoir
  • Offer sustained support to schools
  • Assist schools in identifying needs in literacy and numeracy
  • Offer one-to-one classroom based support to teachers
  • Model lessons/ Presents at staff meetings/Evening Workshops
  • Facilitate regular review of targets
what is happening in deis classrooms
What is happening in DEIS classrooms
  • Teacher modelling reading, writing and problem solving every day
  • ‘Thinking aloud’- cognitive thought processes
  • Modelling of particular strategies
  • Learning is well planned
slide26

Report

Recount

Sharks

Persuasive

A Visit to the Farm

Writing for

Different

Purposes

Ball Playing in the Park

Narrative

Procedure

There once was a…

Recipe / Experiment/

Instructions

Explanation

How a Volcano Erupts

first year

First year

Observations

the process of transition
The Process of Transition

Open night for parent

Information booklets/leaflets

Information transfer with primary schools

Induction day

Yearhead, class tutor, guidance counsellor

Taster programme for option subjects

Other suggestions?

key supports
Key supports
  • Learning support
  • Study skills programme
  • Homework club
  • Strong anti-bullying policy
  • Information to parents on available support structures
moving up ncca 2004
Moving up NCCA 2004

From the perspective of the post-primary school, it is important that subject teachers understand the teaching and learning approaches that characterise students experiences in primary school

When post-primary teachers are familiar with the primary school curriculum they can help students to make connections with and build on the learning that has taken place in primary school

ncca review
NCCA review
  • Address overload and overlap
  • Cut back on content
  • Improve practical orientation and skill base
  • Place greater emphasis on assessment for learning
  • Develop a greater variety of assessment elements
slide33

CASTLETROY COLLEGE

THE LEARNING SCHOOL PROJECT

ASSESSMENT FOR LEARNING (AFL)

why afl
WHY AFL?

“If a child can’t learn the way we teach

maybe we should teach the way they can

learn”

Ignacio ‘Nacho’ Estrada

some samples from the afl menu
Some samples from the AFL menu
  • Target Setting

Give the learning outcome at the start of the class

  • Peer Evaluation

Mutual feedback by students re success criteria of work

  • Written Feedback

Comment only marking, what was good, what can be improved and how the student can improve that

  • Questioning

Wait time and no hands up, no volunteering

slide36

The project involved four First Year English classes and two Transition Year English classes, totalling approximately 150 students. The team included six teachers of English, as well as the two project co-ordinators.

slide37

Lesson objectives at start of class on the board

“The teacher spoke about it during the whole class and gave examples…. he talked about it more and we have a lot of time to think about it before we get home”

(First Year Female Student)

slide38

Comment only feedback

“When you get the grades [only] you don’t know what you did wrong, with the comment they [teachers] tell you what points to improve on and what you did wrong.”

(First Year Female Student)

slide39

Pair Work

“I liked having my friends correct my work because you’d concentrate more on what your friends say.”

(First Year Male Student)

slide40

Pair Work

“There is greater peer to peer student interaction rather than a teacher to individual student interaction and they constantly state that they learn better from exchanging ideas with one another.”

(First Year Teacher)

slide41

Pair Work

“It was fun…it wasn’t boring English.”

(First Year Female Student)

slide42

Group Work

“There is a very good class spirit…some of this class spirit has developed out of teaching strategies used from the AFL menu, i.e. the majority of individuals in the class have benefited from group and pair work exchanges”

(First Year Teacher)

slide43

Group Work

“One student in particular, who I have trouble integrating into the class, is contributing a lot to the group and, indeed, has surprised me somewhat in terms of ability.”

(First Year Teacher)

slide44

AFL Overall

“Use of AFL makes for a lot more work from a correcting perspective and class preparation and notes reflecting on the lesson. Nevertheless it removes the pressures and fatigue of the teacher who is constantly teaching and talking to ciphers who simply receive information.”

(First Year Teacher)

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