Post on 28-Dec-2015
Session 2Monitoring Students’
Writing
Aims• To introduce the concept of
developmental learning and assessment
• To explore a range of (writing) progress maps in order to identify their purposes, similarities and differences
• To identify ways in which they can be used at the individual student, classroom and/or whole school levelPage 27
Activity Worksheets
• Developing Adult Relationships• Developing Pigeon Hole Management
Skills• Early Development Continuum
Developmental learning •All individuals follow a unique pattern of
growth
•Their progress is not age related
•Developmental milestones can be observed and recorded
•Generalisations can be drawn from these patterns
•Appropriate support assists developmental learning
•Writing is not a natural process. Students have to be taught how.
Page 29
5
•Students typically go through stages as they learn to write
•Their progress is shaped by what happens in the social context of their learning environment
•Stages of learning can be recorded as a continuum of development, a sequence of learning outcomes, or a progress map
•The stages are usually expressed as a combination of descriptions of student learning, with work samples
Page 30
Activity•Reconstruct the Writing Developmental Continuum
Role play
Role play
Experimental
Experimental
I went to see a crane at school.
Experimental
cave
could
elephant
Experimental
Early
Transitional
Conventional
Proficient
AccomplishedAnother interesting feature of The Handmaid’s Tale is that throughout the novel Offred’s real name is never actually revealed. Offred is now labeled according to the Commander she is with. This signifies the womens loss of identity. It however is important to note that although the reader never knows Offred’s real name Offred remembers it and is comforted by the reminder of who she really is.
“I keep the knowledge of this name like something hidden, some treasure I’ll come back to dig up… This name has an aura hidden around it, like an amulet, some charm that’s survived from an imaginably distant past… the name floats there behind my eyes, not quite within reach, shinning in the dark.”
In the time of Gilead it seems the knowledge of her name is the only thing Offred could call her own. By keeping it safe and hidden the reader sees Offred’s struggle to hold onto the one thing that is left of herself. This selection of detail by Atwood reminds the reader how Offred and the Gilead society are defined and controlled by others.
PHASES DESCRIPTIONS
Role Play Not included for middle years
Experimental Knows some letters and the sounds associated. Writes 1,or 2, or 3 letters to represent a word. Uses the most obvious sound when they say the word. Writes as they would speak.
Early Writes a simple text. Most words are phonetic. Does have a bank of known words. Has a sense of an audience so they will put in things like “yesterday, then we, a boy named Tim” to try and orientate the reader.
Transitional Has a large bank of words which are spelt correctly. Writing can look quite lengthy and well structured. MAJOR thing here is that they can group sentences and have a sense of paragraphing but does not use all the conventions of paragraphing.
Conventional Concept shift is that they have paragraphing under control.
Proficient Very proficient writing with some sophistication. Has control over conventions and write a wide range of text. Quite sophisticated writing and has a sense of satisfaction when reading it
Accomplished Extremely sophisticated writing across ALL genre. Most people do not reach this standard of writing.
Summary
Teachers have a crucial role in providing: • a supportive context for writing
• explicit teaching
• appropriate learning activities
• opportunities to practise writing
• appropriate support
• successful experiences
• encouraging feedback
The learning, teaching and assessment
cycle IDENTIFYINGWhere are they now, with regards to their literacy skills and learning outcomes?What do they know?What can they do?Assess / identify and plot on progress map.
PLANNING & SUPPORTING What do I now need to do to help them make further progress? Consider:
- Development Levels- Explicit Teaching- Prior Knowledge- Meaningful Tasks- Scaffolding Strategies- Learning Styles- Relevant Resources- Individual or small group work within the learning program
MONITORING ONGOING PROGRESS How are they going?- Ongoing observation and monitoring of
progress- Formulate and summarise processes- Collect data- Plot progress on a progress map- Change what is not working
REFLECTINGTeaching How effective were the things I put in place?
- Reflect - Evaluate
Learning What did they learn? Did they make progress?- Reflect- Evaluate
The following diagram outlines the teacher’s role in the teaching, learning and assessment process.
Developmental assessment Is an integral part of the learning and
teaching process
Identifies a student’s current position in relation to the stages of a progress map
Can also identify behaviours across a range of levels
Informs the planning of further learning opportunities
Comparing progress maps What is the purpose of each of the two
progress maps ?
How are they similar?
How are they different?
How could you use these progress maps in the classroom to improve student learning?
SimilaritiesFirst Steps and SACSA Outcome
Statements Provide a framework against which student writing can be located
Identify what a student can do and what he/she must do next in order to improve
Use descriptions and work samples to support teacher judgements
Can be used to provide a combination of diagnostic and summative judgements
Are focused on developmental learning, not age or grade related performance.
Rely on and value teachers’ professional judgements about student performance
Differences First Steps SACSA Outcome
Statements
fine-grained descriptions, intended for diagnostic purposes
global descriptions, intended for summative judgements
specific advice on teaching focus on learning, with implications for teaching
separate continuum for spelling
spelling included, as a strategy for writing
phases determined by key developmental changes in student learning
levels determined by roughly equal points (or milestones or markers) - along a continuum
Focus question
Why does only one of the
progress maps focus on
spelling?
Closed tasks •A closed task is one that requires a
specific response. •These tasks are based on the
assumption that there is a right and
wrong response. •They do not accommodate a range
of ability levels, nor do they foster
divergent thinking.
Open-ended tasks Open ended tasks can be answered in a variety of ways. They can be aligned to a
specific learning area, or integrated across different learning areas.
They allow students to:• engage with the task
• use different learning styles
• take risks
• enter at different entry points, and achieve at different levels.
Why use open ended tasks? For the student:
• they provide opportunity for students to make their own decisions
• they allow for exploration of concepts in a purposeful situation
• they encourage risk taking because there is no one right way to perform it
• they invite students to represent and record the world in their own way
• they encourage students to talk about what they are doing
• they encourage students to reflect on their own work.
Why use open ended tasks?
For the teacher:
• they provide information about what students can and can’t do
• they cater for a variety of levels
• they provide direction for planning.
CharacteristicsOpen ended tasks….
• have boundaries in their content, processes, or products
• are teacher dependent
• involve risk taking
• are acts of negotiation
• require flexible time periods
• reveal patterns of students’ abilities, interests, and preferences.
Progress maps Name of
progress mapFirst Steps Writing
Development Continuum
SACSA Outcome Statements
ESL Scope and Scales
Stage of development
Conventional Phase Middle Years BandStandards 3 and 4
Scales 1 - 14
Skills descriptor
Key Indicator: Writers are familiar with most aspects of the writing process and are able to select forms to suit different purposes.
Texts and Contexts•3.4 and 4.4Language•3.8 and 4.8Strategies•3.12 and 4.12
Four Band Levels:• Early• Primary• Middle• Senior
Teaching suggestions
Major Teaching Emphases are provided for each phase.
Can be used to inform teaching and learning.
Age related tasks inform teaching and learning programs.
Purpose Diagnostic tool Maps student development
Maps student development
Where it can be used
• students• class/learning areas• whole school• system level
• students• class/learning
areas• whole school• system level
• students• class/learning areas• whole school• system level
TEXTS AND CONTEXTS
3.4 Composes a range of texts that include ideas and information about familiar and some unfamiliar topics and applies an understanding of audience, purpose and context.
4.4 Composes a range of texts that include detailed information and explore different perspectives about a range of issues and adjusts texts for particular audiences, purposes and contexts.
LANGUAGE
3.8 Selects and uses a variety of language aspects when planning and composing a range of well-structured fiction, factual and media texts about familiar, new and possible experience.
4.8 Controls and adjusts most aspects of language when planning and composing an extensive range of written and multimedia texts on different themes and issues.
STRATEGIES
3.12 Selects and uses a variety of strategies for planning, composing and reviewing own written texts and for consistently spelling most common words accurately.
4.12 Uses, compares and adjusts multiple strategies for planning, composing and reviewing written texts.
SACSA
Aims• To introduce the concept of
developmental learning and assessment
• To explore a range of (writing) progress maps in order to identify their purposes, similarities and differences
• To identify ways in which they can be used at the individual student, classroom and/or whole school level