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Programmes for Students: Accelerating Learning in Literacy and Mathematics. Evaluation and Self-Review Day Central South 19 March, 2014 g aylene.price@canterbury.ac.nz. Fly my bird In every direction. Attain The countless stars. Rere atu , rere mai Taku manu e

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programmes for students accelerating learning in literacy and mathematics
Programmes for Students: Accelerating Learning in Literacy and Mathematics

Evaluation and

Self-Review Day

Central South

19 March, 2014

gaylene.price@canterbury.ac.nz

slide2

Fly my bird

In every direction.

Attain

The countless stars.

Rereatu, reremai

Takumanu e

Rerekitua, rerekikō

Kia whetūrangitia e

quotes
Quotes

‘Underachievement is neither inevitable

nor immutable.’

S. McNaughton

‘Failure to read and write almost never

ends in spontaneous recovery.’

M. Clay

accelerating learning in literacy
Accelerating Learning in Literacy…

Is based on a ‘Theory of Action’…

A short term intervention (15 weeks) in addition to students’ current literacy teaching ...

Uses a process of inquiry …

Engages whānau …

Is responsive to student needs …

Has some external support …

Is school led and school driven but with conditions …

accelerating learning in literacy all is
Accelerating Learning in Literacy (ALL) is…

‘A school inquiry and knowledge building programme that accelerates progress for a target group of students, (Year 1)

… and sustains cycles of inquiry for breadth and coherence.’ (Year 2 & 3 - a school curriculum and achievement programme)

all 1 alim 1 inquiry
ALL 1 & ALiM 1 Inquiry

“What is acceleration and how do we achieve it?”

rationale for programmes for students
Rationale for Programmes for Students

There is a national problem that needs solving

There is often confusion about how to respond to particular student needs

There is a propensity not to respond differently

The system has not developed a mediating layer

to support capability building

National, regional & local student achievement data show pockets of success

slide10

Borderfield’s Report (2008)

Uncertainty about how to respond to the numbers of students that were not making progress;

A culture of dependency on “second wave” interventions;

A lack of capability at the classroom level to assess and provide intensive, explicit literacy instruction;

A confusing clutter of mismatched, sometimes counterproductive interventions.

Recommendation: That the MoE develop a conceptual framework that strengthens all aspects of literacy support.

slide11

ERO Mathematics Report (2013)

There is a propensity not to respond differently

“…business as usual approached prevailed….most schools were able to identify their learners who were not achieving…but continued to use the same strategies, programmes and initiatives they had tried before. Few had evidence that these actually accelerated the progress of their priority learners…”

‘Insanity is doing the same thing over and over again and expecting different results.’ Albert Einstein

ero report accelerating the progress of priority learners in primary schools may 2013
ERO Report – Accelerating the progress of Priority Learners in Primary Schools (May 2013)

‘A system–wide emphasis on the strategies teachers can use to accelerate progress is needed. All teachers have an ethical responsibility to help those students that need to catch up to their peers. This is essential if we are to raise the achievement of NZ students relative to their international counterparts.’

(p.21)

slide15

Identify the level of support groups of students will need to access this learning focus

A very small group of students

may need long-term support

A small group of

students may need

short, intensive support

A small group of

students may need

Short, intensive support

Using “Teaching as Inquiry”

to trigger supplementary supports for some students

  • Most students need only effective
  • classroom teaching and
  • intellectually stimulating learning
  • experiences with peers
  • Describe what students know and do (describe the rich resources students can bring to the next learning experiences)
tiers of teaching
Tiers of teaching

A three tier model of support that builds on the strengths of all students:

Tier 1 Effective classroom teaching

Tier 2 Teaching to accelerate learning

Tier 3 Intensive response

slide18

And WE need to do something differently …

Schools’ inquiry should be focused on doing something differently, but pedagogically sound, in response to the PfS inquiry focus.

bes principles and conditions of learning
BES Principles and conditions of learning

How well are we using what we know works?

Which levers are we currently using in our work?

Which ones do we need to focus more on or include?

national leader reflections on 2013 strengths
National Leader reflections on 2013Strengths:

Student achievement

Student and teacher agency

Appreciation of regionally based delivery

High levels of engagement and positivity

Uptake of the key understandings in the ‘Theory of Action’

Priority learners

so what worked for whom
So… What worked for whom?
  • close analysis of students capabilities to determine needs … and then teaching to these
  • innovative and exciting contexts and content chosen as the ‘vehicle’ of learning
  • a focus on goal setting by students
  • a focus on oral language
  • providing opportunities for fluency and mileage
  • well planned and structured lessons where careful scaffolding occurred (and continual modifications)
  • quality literature as foundation material
  • some schools had considerable success in the development of a strong home link
areas for improvement
Areas for improvement:

Scripted, shallow, skill-based programmes that can be bought and followed

Acceleration

Overall teacher judgements

Teaching as inquiry

Inquiry teams

What does ‘in addition’ mean?

slide24

Intervention design

Reflectingandbuilding on what worked in 2013.

further information about all
Further information about ALL…

nzcurriculum.tki.org.nz/system-of-support

Literacy on line – system of support

www.educationcounts.govt.nz

(look under Topics/Public Achievement Information)

gazette articles
Gazette articles

July 29, 2013

August 26, 2013

November 11, 2013

reporting requirements
Reporting requirements

REPORT:

Inquiry and Refocus report (Developed from 2013)

Completed over the intervention - forming the basis of discussion for the ‘Impact and Refocus’ day

(Discuss with Mentor)

Has a space for school ‘tool’ data

Has a space for OTJ (and a ‘best fit’ OTJ)

Email to accelerating.literacy@minedu.govt.nz

Include a final OTJ!

data collection
Data Collection

NZCER will be assisting in the collection of assessment data for the project. 

1. You will receive an email to confirm information they have received from the MOE about your school

2. You will be asked to complete a web form link which provides NZCER with your school's initial contact and intervention focus details

Please submit this information as soon as possible.

Contacts for queries: Melanie Dickinson & Sandy Robbins

assessmentservices@nzcer.org.nz

data collection1
Data collection

You need to know if you are ALL Year 1, Year 2, Year 3 ..

NZCER will be collecting ALL data for :

  • Reading (Years 3-8) using STAR and OTJs
  • Writing (Years 3-8) using e-asTTle and OTJs
  • Junior Literacy (Years 0-2) using Obs survey and OTJs
slide30

Fly my bird

In every direction.

Attain

The countless stars.

Rereatu, reremai

Takumanu e

Rerekitua, rerekikō

Kia whetūrangitia e