Student Learning English and Mathematics Developmental Continua P - 10

1. Student LearningEnglish and Mathematics Developmental ContinuaP - 10 Office of Learning and Teaching

2. OUR EDUCATIVE PURPOSE LEARNER What is powerful learning and what promotes it? What is powerful to learn? English & Mathematics Developmental Continua P - 10 Principles of Learning and Teaching Victorian Essential Learning Standards How do we know it has been learnt? Assessment

3. Beliefs about Student Learning • All students can learn • Schools and particularly teachers make a difference • If students are assisted to work hard and make an effort they improve • An assessment culture in schools and the classroom is critical • Failure is not an option for students, teachers or schools Closing the Loop p. 3 Office of Learning & Teaching, DE&T

4. Our challenge • Learning standards Now The Future

5. Building on what students know and are able to do

6. The learner at the centre

7. Key Messages The English and Mathematics Developmental Continua P-10 will assist teachers to: • deepen their understanding of the English and Mathematics domains • monitor individual student progress towards achievement of the Victorian Essential Learning Standards in English and Mathematics • enhance teaching skills to enable purposeful teaching • identify the range of student learning levels within their classes • develop a shared language to describe and discuss student progress.

8. Purpose of the English and Mathematics Developmental Continua P - 10 Improve student learning … • The Continua identify evidence based indicators of progress consistent with the standards and progression points • The Continua provide a range of powerful teaching strategies that support purposeful teaching for students with similar learning needs

9. In the English and Mathematics Developmental Continua you will find: • standards and progression points for each dimension • indicators of progress • teaching strategies

10. Each dimension in the English and Mathematics domains are based on an underlying continuum of learning. Standards define what students should know and be able to do at different levels. Progression points indicate what typical progress towards the standard may look like. Level 6 Level 5 Level 4 Level 3 Level 2 Level 1

11. Indicators of progress • Indicators of Progress are points on the learning continuum that highlight critical understandings required by students in order to progress through the standards • They support teachers’ understanding of student growth along the learning continuum They do not capture all aspects of learning within a dimension

12. Teaching Strategies Teaching strategies are designed for explicit, purposeful teaching to move the student forward in their learning towards the next standard

13. Standards and progression points for each dimension Related progression points Mathematics Developmental Overviews

14. Begin with the student’s knowledge, skills and behaviours The challenge for all teachers is to accurately identify where a student is located on the learning continuum and to design learning experiences which enable all students to make progress.

15. Example • Problem: John has to take 20ml of medicine three times a day. How long will a 300ml bottle last?

16. This student knows that multiplication is involved. She uses repeated addition to correctly show that there are 15 doses in 300ml of medicine. It appears from this sample of work, she may not know division is useful here. Student work sample

17. Indicator of progress Level 4 Number: Choosing multiplication and division for calculations 3.25 Level 3 • Students choose to use multiplication and division to solve problems. • Previously, they will have used repeated addition or subtraction, even when this was inefficient. Level 2

20. Teaching strategy Activity 2: Strengthening recognition of operations • Recognising situations where division applies. • At this level, most situations for division will be either partition or quotition. Partition division problems (sharing problems) split a quantity into a given number of parts. Quotition division problems allocate a given quota to an unknown number of recipients. • Examples of the types of questions to ask students:

21. Teaching strategy Activity 3: Arrays and multiplication Rectangular arrays are a fundamental tool in teaching about multiplication, but some students in the middle years do not have a thorough understanding of the link. • Place 13 counters in a row on a table, and a second row underneath it. Ask students how they could work out the number of counters in total. • Discuss responses, especially highlighting 2 rows of 13 (2 x 13) and 13 columns of 2. Link these expressions to 2 groups of 13 and 13 groups of 2 and to 2 x 13 and 13 x 2. Ensure that students see the array from both of these points of view. • 2 groups of 13 • 13 groups of 2 • Add more rows asking similar questions. Then ask students to use calculators to find the number of counters in arrays with more rows (e.g. 8) both by repeated addition and by multiplication.

22. What are the strengths of this teaching strategy? • Are there limitations? • How will this teaching strategy support the student in moving from an understanding of multiplication as equal addition to a process of multiplication? • After this teaching strategy has been used how would you assess the student’s understanding? • What would you do if they showed evidence of learning and moved in their learning? • What would you do if they hadn’t moved in their learning?

23. Related progression points

24. Mathematics Developmental Overview Overview of Numeration: Base Ten and Place Value Properties

26. Indicators of progress in English

27. Example A teacher has identified that a student is currently working at reading level 4.75, however needs to further build skills in developing a reading plan.

28. Indicator of progress Level 6 Reading Dimension: Text Level Knowledge • Students describe their reading plan for these types of texts noting most of the actions mentioned in level 4, and modify their reading plan to include the use of the strategies below. Level 5 4.75 Level 4

32. Teaching Strategies Teaching strategies are organised under the following: • Before reading • During reading • After reading

33. Teaching strategy4.75Before Reading Developing a reading plan Students say the strategies or actions they will use to: • read each piece of text • compare each piece of text • develop an integrated understanding across the pieces of texts For example the student says: • I will first read the pieces of text • I will highlight key phrases • I will summarise key information across paragraphs • I will make links between the pieces of texts I have read and • I will compare information that is presented

34. To reiterate theprocess • Teacher on-balance judgement • Align work sample to standards and progression points • Cross reference with indicators of progress 4. Identify the area to focus on 5. Select the most appropriate teaching strategy

35. Planning The Continua are a powerful resource for planning purposeful teaching: • Know the students’ existing knowledge, skills and behaviours • Identify the most powerful teaching strategy • Implement: • When it will be used with the student/s? • When will the student/s will be involved in learning with the teacher? • What will I do first with the student/s? • What will I do next? • What will the students do to apply their understanding? • What will the students do independently to consolidate and demonstrate their understanding? • How will I organise my classroom?

36. Consider … What were the main messages? How can I encourage and support teachers to use the English and/or Mathematics Developmental Continua P – 10 to improve student learning?

37. Instruction is powerful only when it is sufficiently precise and focused to build directly on what students already know and to take them to the next level. While a teacher does and must do many things, the most critical is designing and organising instruction so that it is focused.Without focus instruction is inefficient and students spend too much time on completing activities that are too easy and do not involve new learning or too little time on tasks that are too difficult and involve too much new learning or relearning.‘Breakthroughs’ Fullan, Hill & Crevola (2006)

38. Think, Pair, Share • Positives ………. • Negatives ………. • Questions ………

39. Further indicators of progress and teaching strategies will be added over time to enhance and strengthen these resources Speaking & Listening will be online by the end of October To provide feedback contact: studentlearning@edumail.vic.gov.au

40. Further examples…..

41. Problem: My football team had 2000 members last year. There has been a 15 % increase in membership this year. How many members are there now?

42. Student work sample This student has correctly found 15% of 2000, and added it on to find the total required to solve this problem in two steps. It appears from this sample of work, he may not know how to solve this problem in one step i.e. multiplying by 1.15.

43. Indicator of progress Level 6 Number: Adding and taking off a percentage 5.25 • Success at this level depends on students being able to add or subtract a percentage in one step by multiplication. • Previously, students will do this in two steps by calculating the mark-up or discount separately, and then adding or subtracting from the price. Level 5 Level 4

45. Teaching strategy Students should match each entry in the right hand column with an entry in the left hand column. For example, is multiplying by 0.95 the same as subtracting 5%?

46. What are the strengths of this teaching strategy? • Are there limitations? • How will this teaching strategy support the student in moving from an understanding of multiplication as equal addition to a process of multiplication? • After this teaching strategy has been used how would you assess the student’s understanding? • What would you do if they showed evidence of learning and moved in their learning? • What would you do if they hadn’t moved in their learning?

47. Student work sample This work shows evidence of: • Writing from personal experience • Two sequenced ideas • Appropriate nouns and verbs • Simple sentences • Some capital letters and full stops • Some high frequency words and one syllable words spelt correctly • Phonological awareness (letter sounds to attempt unfamiliar words)

48. Indicators of Progress 1.25 Writing dimension Ideas Communicated in Writing • Students continue to write about familiar events and personal experiences or feelings but use a greater range of ideas in a coordinated way, for example, they support topic with data, and reasons or opinions with simple detail or comments. They extend their use of topic-relevant and high-frequency vocabulary. They combine their personal writing with supportive drawings. • Their texts begin to identify a main idea and subordinate or particular ideas. They may write multiple sentences on a particular topic. Their texts have a beginning, a body and an end. Their texts begin by defining or describing the topic. They begin to sequence ideas, data, reasons and opinions. • While much of their writing is to convey their own ideas and thoughts, they begin to attempt to write directly for a particular audience. They write for different purposes: to tell a story, to entertain, to inform, to reflect, to describe or to observe.

49. Indicator of progress Level 3 Writing Dimension: Ideas Communicated in Writing • Students continue to write about familiar events and personal experiences or feelings but use a greater range of ideas in a coordinated way, for example, they support topic with data, and reasons or opinions with simple detail or comments. They extend their use of topic-relevant and high-frequency vocabulary. They combine their personal writing with supportive drawings. Level 2 1.25 Level 1

50. Teaching Strategies Teaching strategies ‘Ideas communicated in writing’ are organised under the following: • Organising phase • Composing phase • Revising phase • Proof reading and publishing phase • Learning consolidation phase