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Profile of a learner Mal Thompson University of Otago College of Education 2011.

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Presentation on theme: "Profile of a learner Mal Thompson University of Otago College of Education 2011."— Presentation transcript:

1 Profile of a learner Mal Thompson University of Otago College of Education 2011

2 Teacher Inquiry “Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students.” (NZC, p.35) University of Otago College of Education

3 What are the needs of our learners? A year 9 class of 27 students has an average e- asTTle score of 1467 points or level 4B. Some students were able to find, select and retrieve information; make links between visual and verbal information (Achieved) Some students had some knowledge of vocabulary; and could make inferences (Strengths)

4 …needs of our learners Students unexpectedly were not able to respond using understandings and information Some students could not find, select and retrieve information Some students could not make inferences Students were not able to consistently read for meaning; or had knowledge of vocabulary, or find, select and retrieve information

5 E-asTTle information So what does this mean for the teacher across the curriculum – e.g. the science teacher or technology teacher?

6 Student D Scored 1238 points, <2B Achieved nothing; some strengths; mostly has gaps and to be achieved How does a teacher know what to teach in subjects across the curriculum with class/ individuals like this?

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8 Diagnostic Literacy Assessments Test students’ ability to find information, read with deeper understanding, and increase subject specific vocabulary Can be used across curriculum –

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10 Science text

11 Year 10 Diagnostic Literacy Assessment: Science: Rock Cycle Ref: New Millennium 2, p106-7 Using Text Features: Make predictions about reading from headings, sub- headings, tables, diagrams, illustrations, captions etc. What do you think this text is about? (Tick one) a. Different types of rocks and their characteristics b. The process of rocks changing c. How rocks form from sediments and earth Best answer ‘b’ as it shows the reader has used all of the features to combine.Correct:Incorrect: No Response: Making inferences, cross- check and confirm using text features How does the recycling of rocks occur? Rocks are constantly being formed through heat and pressure and weathered in time to form sediments and soil.Correct:Incorrect: No Response: Make predictions about reading using knowledge of sentence and paragraph structure In the section: “Igneous Rocks”, what do you think is the most important detail in this section? Why do you think that? That these rocks are formed from molten magma/ lava.Correct:Incorrect: No Response:

12 Building skills/ strategies Making predictions Making connections Crosschecking Visualizing Inferring Asking questions Identifying important ideas Summarising Building vocabulary

13 Professional development Identifying needs through both e-asTTle and DLA Focus on aspects such as use of text features, reading for deeper understanding, and building vocabulary knowledge Design of activities to build skills needed

14 Diagnostic literacy tests gains 9A 9B Item (% correct)T1 T2 SCI T1 T2 NAR T1 T2 SCI T1 T2 NAR 1 Use of text features Crosscheck Sentence/ paragraph structure Text form - explanation Authorial intent Integrate information Locate main points Gather literal/ inferred information Categorise, summarise Vocab using context Vocab using morphology

15 Data: Gains in Student Achievement: asTTle Year 9 National average School average 9S (24/26) T1 T2 9R (18/16) T1 T2 9E (20/17) T1 T2 asTTle average reading score / / / /1428 asTTle level 5B4B / 4A 3A /4A2A/3A % reading at or above level 16%/21% 4% /5%0% /6%0% /0% % reading below (at risk level 4P & below) 84%/79% 96%/95%100% /94%100% % reading well below (at risk level 3A & below) 50%/12%100%/50%100% /35% asTTle average reading range <2B-6P <2B → 5B 2A → 6B 2P → 3A 2P → 5B 2B → 3A <2B → 4A

16 Changes in practice Change in approach to reading text Emphasis on students finding information through use of text features Students actively engaged and involved in reading text and making own notes Use of data to underpin decisions in teaching

17 ka puawai Nurture the seed And it will blossom seed And it will blossom Poipoia te kakano kia puawai


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