october 2009 lorraine edwards. school improvement. nmr
TRANSCRIPT
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October 2009Lorraine Edwards. School Improvement. NMR
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Our evidence on student development is gathered from a range of sources including:
•Progress/ALP tests, Naplan, school assessment schedule & our ongoing observation, monitoring & collecting of what students, say, make, write & do.
•What can this student do? ... a formative, forward looking model for all students at all stages of development
•What evidence is available to inform what we want this student to learn?
•What evidence will we collect/use to inform when it has been achieved?
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•What can this student do? ... a formative, forward looking model•What evidence is available to inform what we want this student to learn?• What evidence will we collect/use to inform when it has been achieved?
Working at the student level & at the teacher level:
We evaluate our effectiveness on the basis of student outcomes... Must know the student through evidence & then...Do we know what the student needs to learn next? Do we know how to effectively teach it? ...personal level, team level, school level
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Our Work“…teachers should & can possess specialised knowledge of students, of content & tasks & of how to represent &
teach this knowledge.” Hillocks
Each teacher needs a knowledge base including:Knowledge of studentsKnowledge of teaching processes, management &
organisationCurriculum knowledge/pedagogy: curriculum knowledge
of content, how to teach specialised knowledge & content, knowledge of educational purposes, theories & practices
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High quality literacy teaching practice...
• AiZ: High Reliabilities, Key Comprehension Strategies from National Enquiry 2005 & reading comprehension research plus combined experience & knowledge
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PLT’s: A culture of reflective practice. Collaboration & Challenge
• Learning Logs/ILP’s...evidence of what a student can say, make write, do• Reflecting on the evidence, our teaching decisions, plans & implementation to date plus... what is the next level of learning? How do we do it? Specific & measurable learning goals plus strategies & techniques for achieving them...• Rigor. Collaboration & Challenge. Shared input, responsibility & learning
• Triads, teacher observation, instructional rounds etc
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PLT’s: A key element of AiZ: data & teaching practice...School Visits. NMR & UoM
• In place regularly at most schools
• There is an increase in collaboration/team approach through dialogue & sharing at both the establishment of learning logs & the review stage of logs & their implementation
•Challenge...is a challenge! Important to be open to change
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PLT’s:
•Say, make, write, do is a powerful focus for many schools... a refining, a noticing, a deeper reflection
•Modification of Learning Logs: adding information to suit context
•PL: areas for further PL , anchored in the specific context of the school/team for short & long term planning & prioritising, generation of “problems of practice” & areas for observation
•Too many goals... achievable, manageable, realistic
•Goals: refinement, specific...linked to data/instruction
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Shift of thinking...it’s what happens during the reading that is critical... there is a sense that all of our teaching is directed toward this...across all learning areas
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Building on what students know and are able to do
Do we have the right level of challenge?Moving from ZPD to ZAD
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Learning TheoryIts about transforming student attitudes,abilities & outcomes rather than transmittinginformation to be reproduced later. The transformation of participation &
understandingcarries a student into the next learningopportunity.
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Instructional Model…
Explicitly teach strategies through anexplain/model/scaffold – practice – apply model( Palinscar & Brown, 1984 & Rosenshine, 1996)
Over time the scaffolding is graduallyremoved, releasing to students the responsibility for strategy use
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Collaborate
&
Challenge
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In a differentiated classroom, the teacher proactively plans & carries out varied approaches to content, process & product in anticipation of & response to student differences in readiness, interest & learning needs.
E5 Instructional Model, DEECD, 2009
•The Key Characteristics of Effective Literacy Teaching P-6 specifies the nature of first phase high quality differentiated classroom teaching for all studentsDEECD
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Key Comprehension Strategies “... proficient comprehenders orchestrate a
range of flexible strategies making meaning. It’s much more than knowing individual strategies”
Dorn & Saffros. Teaching For Deep Comprehension.
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Instructional strategies are the tools of effective practice. They are the deliberate acts of teaching that focus the learner in order to meet a particular purpose.Instructional strategies are effective only when they impact positively on students’ learning.
Many studies have established that effective teachers use a range of instructional strategies...teachers need a repertoire of strategies in order to help all their students meet the challenges of becoming literate.
Instructional strategies are directed towards to enabling students to build their expertise...their knowledge, strategies & awareness...enabling them to engage in the learning task, make connections and see how their learning is progressing.Effective Literacy Practice In Years 3 & 4
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The Power of The TeacherRecent research shows that on average,regardless of a student’s home background & the school’s resources, 45 %-55% variation in an individual student’s learning outcomes relates to whatgoes on in individual classrooms. Review of Research in Education. Vol 28. 32. 2008
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