REPEAT Process for Numeracy Goal Task 2 Identifying Goals - Steps to completing your Goals Booklet - Literacy and Numeracy sections Handout PAT Test Data – remind student not to keep it neat – needed for folio Teacher discussion with students reviewing this data using strength based language see teacher guide information Ask students to look at the evidence specifically the students scale score Draft a baseline statement based on the scale score only (baseline identifies where the students starting point is) e.g. After reviewing my 2016 Term 1 PAT R Comprehension Test I note this reveals my current scale score stands at 137.8 Draft your SMARTER Goal e.g. I want to improve my PAT R Comprehension Test scale score from 137.8 up to 143.5. I aim to reach this 0.6 points improvement by the end of term 3. I will trial and review my progress fortnightly evaluating my learner dispositions in how I am going and what changes I need to make to succeed. This approach will help me grow my comprehension skills for all my literacy based subjects. To complete the strategies section work through the following steps Ask students to explore what are learner dispositions - start by brainstorming and defining what makes a good learner? Whole class Put ideas on paper pin up in room. Ask students to think pair share select from the learner disposition list sheet. Make use of the habits of the mind and learner Profile to assist in this process. Put these ideas around the room and ask students to share back with the class. Now list 5 key Strategies adding the detail to each of what this looks like sounds like (So where do I get these strategy ideas from? – look at the Learner disposition lists Continue to complete the form. (left hand side only) REPEAT Process for Numeracy Goal

Baseline Statement evidence NB This is a comparison for printing purposes it has no baring on student level of achievement. Target 123.7 Baseline Statement evidence The data suggests the student has some challenges across the four areas and need support in each area. This will be worked on during English class because it’s a PAT- R Comprehension Test Have a strength based conversation with students Focus on the students strengths skills, acknowledging their challenges and identify the type of support they may need. REMEMBER the goals focus is on the Evidence to draft the baseline statement Explain to students In Mentoring we will focus on the students learner Dispositions/learner behaviours not specific subject areas as learner behaviours are the strategies that directly impact the growth and skills development of the student in each area.

Summary of a Strength Based Approach Teacher Guide IS is NOT focusing on what the student can do (their strengths and abilities) rather than what they can’t do describing learning and development respectfully and honestly building on a student’s abilities within their zones of proximal and potential development acknowledging that students experience difficulties and challenges that need attention and support (the problem is the problem, which isn’t minimalised — the student is not the problem) identifying what is taking place when learning and development are going well, so it can be reproduced, further strengthening skills and teaching approaches what the student will one day be able to do, (grow & develop from their strengths & abilities) only about ‘positive’ things a way of avoiding the truth about accommodating bad behaviour fixated on problems about minimising concerns one-sided a tool to label individuals Attempting Strength Based Statements Statements need to tell the student what learning and development has taken place and what strategies have been used to support the student’s learning and development.

Strength Based Conversations Teacher Guide Strength Based Conversations When chatting with students about their PAT Tests identify their scale score and target. Use strength based language see definitions and example – How to Encourage Students. Remember the focus is on the students strengths skills, acknowledging their challenges and identify the type of support they may need. Explain to students In mentoring we will focus on the students learner Dispositions/learner behaviours not specific subject areas as learner behaviours are the strategies that directly impact the growth and skills development of the student.

What Makes a Good Learner? “Be a good Listener” “Always trying your best” “I can do it!” Positive Attitude “Being able to share ideas and knowledge” “Not being afraid to get things wrong” “Asking when you really need help” “Good Concentration” “Perseverance” Making links Learner Dispositions Learner Behaviours Good Learner are a Class ACTIVITY Brainstorm Any more ideas? a Good Learner is… These are strategies that help you achieve

Learner Profile /Learner Dispositions teaches us to achieve lifelong skills creates skilled and responsible individuals helps develop an individuals future role in society.

Learner Dispositions Explained

Learner Dispositions looks like… Sounds like…. Group ACTIVITY Think + Pair - Share Learner Dispositions looks like… Sounds like…. To understand some of the learner dispositions brainstorm a few using looks like sounds like. This approach will help students know what to do when they trial this learner disposition in their classes. LOOKS LIKE SOUNDS LIKE Positive Self talk Handlings frustrations well Asking for Help Work doesn’t stop when it gets hard Trying even if its not perfect Always give it a try “I believe in myself” “Be strong!” “You can do it” “Keep Going” “Don’t give up!” “You’ve almost got it!” A learner disposition perseverance LOOKS LIKE SOUNDS LIKE A learner disposition …………………………

Learner Dispositions/Learner Behaviours Persist Practises Inquires Playful Imaginative Disciplined Relating Thoughtful Reflective on own thinking/ progress Adaptable - flexible thinking or actions Relational Accepts Challenge Reciprocity Building Think Undistracted Fixed mindset Growth mindset Actively seeks feedback Gives peer feedback – teaches one another Self-Aware Self-Analysis Motivated Open minded Shares learning Directs how they learn Ready, willing and able to learn Listens with empathy and understanding Strives for accuracy Determined Curious Independent thinking / actions Shows Creativity Self-motivated Resilient Self-Directed Self-Managing impulses – ideas to actions Innovative Co-operative Persistence Concentration Responsible Risk Taking Communicating with clarity Optimism Self-Control Caring Gathers data through most senses Visualises Perseveres Ask Questions and poses problems Plans Revises Making Links Reasons Bravery Wonders Critical Bold Connects Researches Ownership Interact Focused collaboration Try adding more learner dispositions

Habits of the Mind Learner Dispositions

Habits of the Mind Learner Dispositions