emma mottershead presentation - hello2717.files.wordpress.com · emma mottershead presentation...
TRANSCRIPT
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RBC HELLO 2 Celebration Conference
Madejski Stadium
13th July 2017
9.30AM – 4PM
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THE ROLE OF PRACTITIONERS –MEASURING IMPACT
Emma Mottershead, Senior Early Years Advisory Teacher
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Communication and Language Activities
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Get into pairs
• Label yourself ‘a’ or ‘b’.• I will be giving instructions to each pair individually, please ensure if it is not your turn your eyes are shut.• People who are ‘A’ please shut your eyes.
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Partner ‘B’
• Please tell your partner all about your weekend plans.• Give them as much information as you can… Are you going anywhere? What jobs do you have to do? Who is involved? etc.
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Now ‘B’ shut your eyes and ‘A’ open
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Partner ‘A’
• When partner ‘B’ begins to speak do not make eye contact, listen to another person, rustle in your bag, put your make up on, whatever you can think of.
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Everyone open their eyes …
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Let’s try this again …
• This time partner ‘B’ close your eyes.
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Partner ‘A’
• Tell your partner about your holiday plans. If you have no holidays planned then tell them about your dream holiday. Make sure you share all the information.
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Now ‘A’ shut your eyes and ‘B’ open
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Partner ‘B’
• As soon as they start talking, interrupt. Each time they try again interrupt with information about you.
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Everyone open their eyes …
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Last Time …
• Partner ‘A’ close your eyes.
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Partner ‘B’
• Think of a question to ask your partner.• It can be about anything but make sure they will know the answer.
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Now ‘B’ shut your eyes and ‘A’ open
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Partner ‘A’
• When your partner asks you something, count to 10 slowly in your head before you answer.
• 1 elephant, 2 elephant, 3 elephant etc. Good way of ensuring you count slowly.
• Note how your partner responds to this.
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Everyone open their eyes …
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Are you certain …
• Practitioners in your setting/room:• Understand what communication is• Understand language development• Give children time to answer• Ask relevant questions• Can communicate this confidently to parents
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Activity to try after the conference• Arrange to watch an activity in your setting for a short period of time; approx 2-‐3 minutes.
• You may find a structured observation sheet useful for this• Make a note of the activity and who was involved• Write down as much as you can of the language of the adult and the language of the child during this activity
• Audio recording will help you to do this accurately but you will need appropriate permissions.
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Activity: Follow up and reflection
• How many questions did the adult ask?• Who said the most?• How long were the child’s sentences?• How well did the child understand?• What helped support speech, language and communication?
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RBC HELLO 2 Measures
• Measure impact using agreed impact measures at the start and end of project:• Renfrew Language Scales • ITERS & ECERS measures• Raw Baseline prime data (PSED, CL & PD) on focus children• Practitioner engagement and confidence survey • Parental voice surveyNB definition of focus children = EYPP or children causing concerns with speech & language – a minimum of 5 children from your room
• Case study
Classification: OFFICIAL
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Case Studies
• Focus of work• Why we did this• What we did• Evidence of impact on children• Evidence of impact on practitioners/the learning
environment/parents• Next steps
Classification: OFFICIAL
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7
7
5.9
6.4
6.4
7.7
8
7.8
8
8.4
0 1 2 3 4 5 6 7 8 9 10
1. HOW WELL DO YOU FEEL THAT YOU CURRENTLY UNDERSTAND THE EARLY YEARS PRIME AREA OF
COMMUNICATON AND LANGUAGE?
2. HOW CONFIDENT ARE YOU CURRENTLY IN DEVELOPING CHILDREN'S LITERACY SKILLS?
3. HOW CONFIDENT ARE YOU CURRENTLY IN FINDING WAYS TO ENGAGE PARENTS/CARERS IN THEIR CHILDRENS COMMUNICATION, LANGUAGE AND LITERACY SKILLS?
4. HOW CONFIDENT ARE YOU CURRENTLY IN THE USE OF DIGITAL MEDIA IN YOUR SETTING?
5. HOW CONFIDENT ARE YOU CURRENTLY THAT YOU REGULARLY ADAPT THE LEARNING ENVIRONMENT TO
BETTER SUPPORT CHILDREN'S COMMUNICATION, LANGUAGE AND LITERACY?
Confidence Rating (1 - Not Confident, 10 - Very Confident)
Practitioner Survey
Start Of Project End Of Project
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28
0
3028
3436
27 2729
CH ILD 1 CH ILD 2 CH ILD 3
RENFREW PICTURE TEST: INFORMATION TEST
Autumn Score Summer Score Expected Score
17
0
19
21
24 24
20 20 21
CH I LD 1 CH ILD 2 CH ILD 3
RENREW PICTURE TEST: GRAMMAR TEST
Autumn Score Summer Score Expected Score
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0
1
2
3
4
5
6
7
8
9
10
1 2 3 4 5 6 7 8 9 10
Num
ber Of Parents
Parents Level Of Confidence (1 = Not Confident, 10 = Very Confident)
Parent Confidence: Story Telling
Before Workshop
After Workshop
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Guskey’s Model of Evaluating CPD
Level 1 Staff reactions to the professional development program
Level 2 Staff learning -Evidence shows that their knowledge has changed/skills have developed
Level 3 The setting -Staff are supported to put into practice what they have learned
Level 4 The setting -Practices have consistently changed & everybody has improved which you have ‘measured’ in some way
Level 5 The children –there is evidence to show that as a result of this training the children’s learning has improved
Classification: OFFICIAL
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Guskey’s Model of Evaluating CPD Example
Level 1 Staff reactions to the professional development program
Level 2 Staff learning -Evidence shows that their knowledge has changed/skills have developed
Level 3 The setting -Staff are supported to put into practice what they have learned
Level 4 The setting -Practices have consistently changed & everybody has improved which you have ‘measured’ in some way
Level 5 The children –there is evidence to show that as a result of this training the children’s learning has improved
Your staff thought the story telling staff meeting was useful
You have observed better story telling in your setting
You have purchased new books & developed story telling areas
You have revisited ITERS or ECERS & the scores have improved
Individual Renfrew & raw Baseline prime data improve
Classification: OFFICIAL
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Key PointsPractitioners:• Have an appropriate knowledge of communication and language in young children and babies which they apply• Observe, track, support and monitor children’s communication and language alongside parents and carers• Consistently demonstrate a high quality use of language through songs, rhymes, stories, books and environmental print
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Next steps for the project
• Continue to evaluate the impact measures• Sharing via a publication • Encourage our settings to work alongside a new setting
Classification: OFFICIAL
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Any Questions?
Classification: OFFICIAL