Learning AiZ Secondary School Learning Leaders Session 6.
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Transcript of Learning AiZ Secondary School Learning Leaders Session 6.
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Learning
AiZ Secondary School Learning Leaders
Session 6
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Learning
Reviewing the data
Reflection on practices, skills and strategies needed by students.
Sandra Pizaro
Agenda
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Learning
Using the data source
Remember the areas of concern explored in the first session. Top of the list was:-
Making inferences infer
Working out meaning of words and phrases Context clues
Making links between directly stated ideas in a text
Making connections Year 7 Reading Year 7 Mag Year 9 Reading Year 9 Mag
Sandra Pizaro
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Learning
NAPLAN question to focus on Question 22 NAPLAN 2008 Year 7
Make inferences about a character’s qualities Question 24 NAPLAN 2008 Year 7
Make links between directly stated ideas in a text Question 26 NAPLAN 2008 Year 7
Work out the meaning of words in context Question 11 NAPLAN 2008 Year 9 Questions 34, 42, 46 NAPLAN 2008 Year 9
Work out the meaning of words in context Question 38 NAPLAN 2008 Year 9
Make links between directly stated ideas in a text
Why were these questions so difficult? What teaching strategies could be engaged to develop individual skills?
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Learning
What teaching strategies need to be taught for student success? Make links between directly stated ideas in a text.
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Learning
What teaching strategies need to be taught for student success? Infer messages in a text.
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Learning
What teaching strategies need to be taught for student success? Work out the meaning of phrases (words) in
context.
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Learning
What tools can be used to strengthen the item knowledge? Refer to literature on Reading Comprehension
ContinuumProfessional readingArticles
What ideas have you found? LIST
How can this information be carried forward?
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Learning
Plan for the use of data? How will the data
be used? How will you
support the staff to develop an understanding of the use of data?
Sandra Pizaro
How was the data used?
How did you support the staff to develop an understanding of the use of data?
What did you find were the areas of concern?
What plans will you put in place to share the data?
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Learning
What anecdotal evidence has been collected? Conversations Observations
What written evidence has been collected? Annotated
Identify the strengths Identify the needs Identify next teaching point
Accountability Who is putting the evidence together?
VELS / Progression Points / Continuum / Writing Moderation Kit Making plans for teaching
Sandra Pizaro
Reviewing and discussing your data
With whom, what and why?
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Learning
Looked at the what and now the how
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Learning
For success the research says…
Research indicates that we build comprehension through:
Explicit teaching of comprehension strategies
Environments that support understanding of text
Comments
Sandra Pizaro
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Learning
Explicit teaching of… Routines / Process
What does this mean? How does having a routine support learning? Discuss
Individual StrategiesWhat strategies are in place and what
strategies will come next? Discuss
Engage, Explore, Explain, Extend, Evaluate = e5
Sandra Pizaro
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Learning
Elements of comprehension to develop mastery of reading Getting Knowledge Ready Vocabulary Paraphrasing Summarising Reading aloud / Visualising Questioning / questions Reviewing / reflection
Sandra Pizaro
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Learning
Getting Knowledge Ready / Prediction /
Prior Knowledge / Inferring What have you found?
Professional Reading Review and discuss resources
Sandra Pizaro
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Learning
Vocabulary Building Vocabulary
Reflection on:- Word splash Word lists
How is word knowledge extended at your school?
Applying word knowledge in reading and writing?
Sandra Pizaro
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Learning
Visualising (out of reading aloud or reading to)
How has visualising been explored in your school?
What resources?
Visualising has 3 levels:- Context Level Sentence Level Word Level (vocabulary)
Sandra Pizaro
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Learning
Questions and Questioning
What are the benefits of questioning? Teacher and student
What teaching strategies are used to engage? Importance of wait time Listen to the student (don’t repeat the answer)
Levels of questioning Bloom’s Taxonomy of questions
Sandra Pizaro
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Learning
Paraphrasing and Summarising
Finding the key words Note takingRetelling
Building summarising skills delete, substitute, keep
Hint: - Use of known texts to develop summarising skills
Sandra Pizaro
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Learning
Factors that Influence Comprehension The Student
Cognitive, Emotional, Perceptual, Social experiences Teaching strategies and skills that support learning Listening, speaking, reading and writing
The Text (reading / writing / speaking / listening) Building independence Readability and interest (reading at an appropriate level) Questions…
Before reading / writing /speaking / listening – predictions, prior knowledge, determining purpose
During reading / writing / speaking / listening– restating for understanding, making connections, asking questions
After reading /writing / speaking / listening – summarising, making connections, responding
The Purpose / The Focus Information Features – common text structures
Sandra Pizaro
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Learning
A strategy to reflect on.
Have you grouped students as a teaching model?
Have you changed your teaching practice in any way?
What way? Have you used other evidence to make decisions
about your students or teaching?
Share actions at your tables
Sandra Pizaro
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Learning
List professional reading that has supported or will support your learning?
Articles to read – which articles have you read?
What ideas for teaching have you spoken about or implemented?
What opportunities to share and discuss have you taken with colleagues?
Sandra Pizaro
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Learning
What can be done next? List your professional reading to share at next
session. Why were these chosen? What did you learn from them?
Discuss the data you passed on to your colleagues What strategies or skills did you discuss? Did you trial a different teaching practice?
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Learning
ExampleText Structure and Features
What explicit teaching took place
How was vocabulary developed
How was meaning constructed
How was Getting Knowledge Ready / Predicting and confirming
Sandra Pizaro