1. Looking at Student Work - writing evidence Session 2 AiZ Secondary School Learning Leaders

2. Agenda Looking at data using 3 instruments  NAPLAN (1 - quantitative) What are the data telling you?  Writing Sample (2 – teacher knowledge) What is the writing sample telling you? Think – Pair – Share activity VELS (3 - qualitative)  Zone of Proximal Development Readings about Vygotsky – theory of learning I spy – a word scavenger hunt  Vocabulary development activities  Planning and action to be taken next

3. Analysing the data – what can’t the students do so the teacher can support them learning to do it. Looking at NAPLAN results  Writing criteria report Grouping the information  Looking at the items that highlight areas for support  Compare the same items in years 7 and 9

4. Writing Criteria Report Making Meaning Writing – getting the message across  Audience - Entertaining the reader  Text Structure  Ideas  Character and Setting  Vocabulary building  Cohesion  Paragraphing Secretarial Sentence Structure Punctuation Spelling

5. Drilling down to the item information A brief look at the item analysis report Look at the items with the most common confusions or misinterpretations by the class for a particular item  This will help with planning the most appropriate teaching.

6. Looking at the writing sample What do you notice  Think List what you see - use the template to record skills used  Pair View each sample and discuss your findings with a partner  Share Discuss the issues you see. Record What do you think about this approach to learning?

7. Looking at the data gathered from the writing sample to reflect on VELS Find where this student is on the Standards and progression points (you may be able to refer to Student Level Achievement Report) You will probably need to look at more than one level to get a picture of this student with this sample of writing What level/s do you believe this student is at now. What can they do independently and with support.

8. Zone of Proximal Development What does this mean? What are the words we could use to describe what we know about ZPD LEAD activity  Read- The Educational Theory of Lev Vygotsky: an analysis  Social Development Theory (L. Vygotsky)  Zone of Proximal Development

9. Vygotsky’s words, “what the child is able to do in collaboration today he will be able to do independently tomorrow” (Vygotsky, 1987, p. 211). "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p86).

11. The writing sample What would be the Zone of Proximal Development for this student with this writing piece

12. Vocabulary Development Activities to… Builds background knowledge  LEAD  List-group-label  Possible sentence  Vocab-o-gram Teachers words that are critical to comprehension  Think-pair-share – collaborate for understanding Provides support during reading and writing  Frequent contact  LEAD  Possible sentences

13. Vocabulary Development Activities to… Develops conceptual framework for themes, topics, and Units of study  LEAD  List-group-label  Possible sentences  Vocab-o-gram Assesses students’ understanding of words and concepts  Frequent contact  I spy: a word scavenger hunt  LEAD  List-group-label  Possible sentence  Previewing content vocabulary  Think-pair-share:- collaborate for understanding  Vocab-o-gram

14. Agenda Looking at data  NAPLAN What are the data telling you?  VELS What is the writing sample telling you? Think – Pair – Share activity  Zone of Proximal Development Readings about Vygotsky – theory of learning VELS LEAD activity  Vocabulary development  Planning and action to be taken next Planning and action to be taken next

15. Before the next session Adding to your repertoire of activities  Reading - chapters and articles given at first session Be prepared to discuss one aspect of your reading Try an activity and share with your group at the next session.  Fill in and return the self assessment survey  Commence work on the action plan