USING CAT4 DATA

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Using CATS data to develop literacy and learning strategies for all3

USING CAT4 DATATO DEVELOP LITERACY AND LEARNINGSTRATEGIES FOR ALL


IT’S PART OF EDUCATION

WE CAN’T DROP THAT CAT


ICE-BREAKERWe’re in the TT Room…..Who was the last person you spoke to and what was the conversation?- Lose Talk or Serious Talk?- Complement or Complaint?- Lunch Review or Weekend Plans?- Leaders, Teachers or Students?

Share what you spoke and why you liked it with another person on the same table….


Learning Objectives:- To recognise how data can be used to

identify and characterise the classroom.- To interpret a class set of data using

MIDYIS graphs- To distinguish between effective and

ineffective teaching methods for the individual


Outcome:

- To create a session, informed by CATS data, that appropriately supports and stretches a new class


C FORCAT4


To Begin with:

BRAIN-STORM

Are we using this DATA anywhere in our assessment documents?

Has anyone used this data for effective teaching and learning strategies?

What are the 4 pairs of tests which assess different aspects of ability?

Any idea about this FAT CAT?

UNDERSTNADING CAT4 SCORES


Alternative Ways to Analyze Data

• Graphs can give us a quick snapshot of the learners in our class and their relative skill levels.

• The quartile they fit in helps us to ascertain where their learning abilities (strengths and weaknesses) may lie and possible techniques that will help them.

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MIDYIS GRAPH

Verbal reasoning will affect the ability of the group to access texts used in the curriculum i.e. basic literacy levels. The lower the verbal reasoning the poorer the text learning skills are and the more difficult it is for the student to become an independent learner - the greater the need for a whole school literacy programme.

Non-verbal is an indication of the ability of the student to transfer learning skills across the curriculum and so the higher the non-verbal the better the student is at dealing with modelling, abstraction, and thinking in pictorial formats. This is also a good indicator of learning skill transfer - the higher the score the better able the student is at transferring generic learning skills across disciplines.

Students in this quadrant are likely to be good at written work but may not actually understand. They may find the use of equations, modelling and diagrams a challenge to interpret.

Within these lines both scores are similar, and students should be successful at transferring generic learning skills, be good at modelling and abstraction

Students in this quadrant will need support as it’s likely they understand the work, but struggle to write it down. (In some cases this could lead to disruption)

This quadrant represents students with low verbal and non-verbal reasoning. These students may struggle to access texts and will also struggle to transfer skills across subjects

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Quadrant A: VERBALLY STRONG+NON VERBALLY WEAKLearning Style - Auditory / Text / Oral

Quadrant B:VERBALLY +NON VERBALLY STRONG

Learning Style – Visual / Verbal

Quadrant D: VERBALLY+NON VERBALLY WEAKLearning Style – Kinaesthetic Active

Quadrant C: NON VERBALLY STRONG+VERBALLY WEAK

Learning Style – Simple Visual Verbal

MARKETPLACE ACTIVITY SHEET:


8B2MIDYISGRAPH


Each group has one quadrant to focus on. For your quadrant:- Identify the characteristics associated with

learners in that quadrant- Suggest a range of activities that would

support these learners in lessons- Present ideas on the flipchart ready to share

in a marketplace.

Effective Teaching Methods:


QUADRANTA


QUADRANTB


QUADRANTC


QUADRANTD


Market Place• Choose your group representative.

• You will have 4 minutes to present the characteristics of learners in your quadrant and some possible strategies that could be used with these learners.

• If you are an information gatherer, use the blank MIDYIS graph template to summarise the information provided by the representative you visit.

• This can then be shared with your group representative at the end of the activity.


• For one particular class you teach, think about some of the characters and where you think they would place on a MIDYIS Graph.

• What strategies could you try to help them access more challenging aspects of your subject?

Reflection:

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Creating a MIDYIS Graph

Step 1: Copy and paste the names of your students along with their verbal and non-verbal scores into the first spreadsheet

CATS Data Tab

34 MIDYIS Graph Tab

Creating a MIDYIS Graph – Step 2

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Creating a MIDYIS Graph – Step 3

Step 3:If you want to add a title to your graph, left click on the ‘MIDYIS graph’ text box and enter your chosen title.


Verbal Skills Analysis and Corresponding StrategiesVerbal Classification (V1) = LA

Focus • Meanings and words.• Logical understanding to link words by concept relationship.• Reasoning relationships to form a classification.

Curriculum Issues

• Understanding of subject specific words• Exploration of generic and subject specific meaning• Classifications to build progressive meaning

Effective Strategies

Explicit focus on key words within a familiar context. • Interactive word walls e.g. Word Burrs, Spider-grams• Linking words to definitions e.g. Dictionary / Glossary searches, Crosswords• Progressive Glossaries• Interactive games linking words / meanings e.g. Word dominos / bingo / jigsaws / Taboo / Odd-One-

Out / Word Loops / Flashcards• Investigate parts/origins/families of words to build meaning e.g. Word Burrs Spider-grams, Fossil-

Hunting• Classification exercises to explore relationships e.g. Happy Families• Brainstorming• Cloze• Labelling activities such as diagram completion from a text• Venn diagrams• Investigate shades of meaning e.g. Washing lines• ICT e.g. Clicker, Language Master• Database work involving language e.g. Tree


Verbal Skills Analysis and Corresponding StrategiesSentence Construction (V2) = MA

Focus • Relationships of words in a sentence.• Reasoning to make conceptual sense of the sentence.• Knowledge of the use of words leading to the activation of reading strategies.

Curriculum Issues

• Understanding of subject specific words within larger frames of meaning i.e. sentences, paragraphs, texts.

• Accessing texts for reading with understanding.• Writing for differing purposes, context and audiences to make sense.


Explicit focus on how words in sentences can shape meaning.• Cloze exercises linked to making sense of meaning in the text• Active Reading e.g. DARTS• Sequencing / Highlighting exercises• Shared reading (modelling how to skim, scan or close read)• PQR3 techniques for reading• Using banks of linking words and phrases i.e. Connectives• Interactive Word walls• Prompt sentences i.e. Sentence Stems• Investigating purpose and placing of words in a sentence• Investigate formal and informal language, active and passive• Diagram completion and colouring salient points linked to an active text.• ICT to develop basic general writing skills such as 'I can write’ or 'Creative Writer' from Microsoft for

Children.• Clicker 3 to help access to difficult words and subject specific words.• Database work involving language e.g. Tree• Exploring text conventions


Verbal Skills Analysis and Corresponding StrategiesVerbal Reasoning (V3) = HA

Focus • Identify conceptual relationships between words and use that reasoning to infer a relationship between a different set of words.

• Knowledge of word meanings to enable a cohesive thread of logic to be developed.Curriculum Issues

• Identification of prior knowledge of key conceptual words in a subject and relationships between those words.

• Accessing the texts for understanding• Researching and handling information.• Organising ideas in a coherent form for communicating to others (Oral and written)


Explicit focus on how words link to create a sense of cohesion and lead to sense in a text.• Concept mapping to explore relationships between ideas• Linking words and sentences that help to connect ideas (across sentences, paragraphs and texts).• Active Reading e.g. DARTS• Sequencing / Highlighting exercises• Deconstructing and reconstructing texts, Card sorts, Writing frames• Brainstorm words and ideas -grouping of ideas leading to bullet pointing and finally developed into a

critical piece of prose• Story boarding and bullet pointing to help pupil's structure language linked with a time line to

demonstrate time sequencing• Summarising texts by drawing or story boarding and bullet pointing to help pupil's structure language.• Highlighting words or phrases in colour that’s linked by a common idea(s).• Thinking grids – compare and contrast, consequences, perceptions• Exploring text conventions


Non-Verbal Skills Analysis and Corresponding StrategiesFigure Classification (N1) = LA

Focus • Transfer of inductive and deductive reasoning in a minimal knowledge context• Analysis to create rules or criteria for classification

Curriculum Issues

• Transferring or translating information from one context to another• Determination of criteria to create a classification• Good short-term memory for visualisation of symbols or diagrams • Constructing linear progressions of information and sequencing.• Ability to construct or organise conceptual progressions• Ability to access material in a verbal format linked with illustrations


Effective strategies relating to spatial organisation of concepts and their relationships.• Clustering diagrams like Spider maps or word burrs• Sequencing exercises with pictures – visual clues• Continuum lines and time lines• Flow charting, Cycles• Brain storming• Concept cartoons, Concept maps• Hierarchical concept maps• Branching databases• Flash cards linked with sequencing• Sorting exercises• Venn diagrams for criteria relationships• Double bubble maps


Non-Verbal Skills Analysis and Corresponding StrategiesFigure Analogies (N2) = MA

Focus • Transfer of inductive and deductive reasoning in a minimal knowledge context• Analysis to create rules and transfer them to a new system• Visualisation in a 2 dimension structure

Curriculum Issues

• Able to transfer learning strategies from one subject to another i.e. good bridging skills• Moves easily from cause and effect to consequences and probabilities of event• Quick to identify when it is appropriate to use a learning strategy from another discipline• Able to spot links and hypo these using linked factors or related data• Good at transferring physical and analogical models


Effective strategies relating to associations and bridging activities• Story boarding, Relations diagram• Association maps• Four thought organisers – picture, feelings, questions, predictions / possible events• Decision trees• Consequence mapping• CASE – transformation analysis skills• CAME – transformation analysis skills• Think tank problem solving• Matrix for compare and contrast• Critical path analysis• Venn diagrams• Grids approach to SWOT analysis


Non-Verbal Skills Analysis and Corresponding StrategiesFigure Analysis (N3) = HA

Focus • Transfer of inductive and deductive reasoning in a minimal knowledge context• Visualisation and analysis of a series of actions• Predict outcome based upon analysis of visualisation

Curriculum Issues

• Understanding graphical, symbolic and diagrammatic materials• Moving from the concrete experiential representation of a model to the abstract visual representation

of the model• Manipulation of algebraic forms• Extrapolation from graphical symbolic and diagrammatic materials• Development of models• Evaluation of strengths and weaknesses


Effective strategies relating to metacognitive activities – individual closely linked to group activities• Analysis for analogies to create a model• Maths graphic organisers – The Facts, The Steps, The Question, Diagrams, The Solutions• Design organisers – Structure or object, Purpose, Design, Good features, Alterations• Represent quantities/objects by symbols to build a simple equation• Prediction activities involving graphs• Using ‘Story of the graph’ to help students understand changes and proportions• Zones of relevance and argument mapping• Graph prediction linked to shape of graph and change• Force Field analysis, Fish or herring bone chart• Bridge mapping to show cross subject links


The Challenge:How do I embed

so many different

techniques into lessons?


Learning Objectives:- To recognise how data can be used to identify and

characterise the classroom.- To interpret a class set of data using MIDYIS graphs.- To distinguish between effective and ineffective

teaching methods for the individual.

Outcome:- To create a session, informed by CATS data, that

appropriately supports and stretches a new class.


• What new information have you found useful?

• What have you enjoyed?

• How will you use what you have learnt today tomorrow / next week?

What are your Key Takeaways?


WWW EBI

WELL

WENT

WHAT

IF

BETTER

EVEN

THANK YOU

USING CAT4 DATA

Education

Transcript of USING CAT4 DATA