Learning Progression Framework TEAM MEETING with Jacque Allen

We looked at the learning progression framework today with Jacque. It will be really helpful for illustrations and teacher prompts. We think it needs clearer curriculum levels.

https://curriculumprogresstools.education.govt.nz/lpf-tool/

DMIC PLD at Today's Staff Meeting

 Arahina - facilitator acknowledged our karakia.

Arahina asked us about connecting with children’s thinking. Children of all ages and levels are able to think and reason informally about mathematical ideas.

Making Mathematical Practices Explicit.pdf

Are you pushing the mathematical practices? What tools will you use to really understand what students are doing?

Look for misconceptions. 

Complex listening

• Evaluative: Listen for something

• Interpretive: understand another’s thinking

• Hermeneutic: interpretive or explanatory

How can children’s talk support learning? Helps clarify and organise their thoughts, facilitates personal and collective sense making, supports building connections between representations and multiple strategies.. 

Productive talk tools - revoicing by teacher and students, teacher asking student to repeat another student’s response, turn and talk, wait time, teacher request students to add on, teacher elicits a student’s reasoning (do you agree/disagree? Why do you think that?)

Empower students by highlighting a strength before directing them to where to next.

Value Mistakes!, value persistence and perseverance.

Reflecting: Talk moves - develop communication and promote active participation, help teacher gauge understanding, helps to reinforce and clarify new concepts.

We need to regularly use mistakes as learning tools, so students know that we appreciate mistakes!

Take

Pepeha: Arahi

Pact for Writing PD today

Today Linda facilitated us in using the Pact Tool. As a team we focussed on encoding and looked through a range of writing samples from one of my students to correctly place her. The discussion was very valuable. I just wonder about having time to assess in depth like this.

Making a Writing OTJ

At today's staff meeting, we analysed writing samples to correlate Pact and Asttle.

It is a good reminder that we use several tools when forming OTJs.

Data Comparison

With reports coming up, I have been collating assessment data and looking back to results from earlier in the year to compare.

Room 3 Assessment Data

Pact PD

Today we investigated the different mathematical areas for PACT. Fleur and I focussed on Geometric Thinking.

Pact Presentation from Staff Meeting

Maths Observation

Term 3 Maths Observation 2018

Spiral of Inquiry Complete

Today I assessed target students using e-asttle and there have been positive shifts.

TM: Was asttle writing level 2A, this writing was 3P. I don’t think 3P reflects what she can do independently most of the time (usually below that), but she is clearly hitting Level 3. What made the difference for T with this writing was conferencing and making her accountable (high expectations). She has also been focussing on the “We like writing that..” checklist which lifts her writing to a Level 3 standard.

NL: Was asttle writing Level 1, this writing came out at level 2A. I am thrilled to have him move a whole level (accelerated!) from well below national standard to the below range, but he will have to reach level 3B by the end of the year to maintain this range. He as shown improvement across all areas.

PM: Was asttle writing level 2P, this writing came out at 3B. The main improvement was in his structure and language. P should meet national standards in writing by the end of the year.

NH: Was asttle writing Level 2P, this writing came out at 3B. I don’t believe that it reflects what he achieves independently most of the time though. He is still very much a level 2 writer. The significant improvements that came through in this piece of writing were in his organisation of ideas and punctuation.

TB: T’ asttle level was 2A and this piece of writing came out at 3B. The areas he improved in were organisation and punctuation.

EN: Ella’s asttle level was 2P (well-below for Year 6) and this writing came out at 2A. Her areas of improvement were spelling and organisation. If Ella can progress to level 3B, she will come in below national standard as opposed to well-below.

RL: R was not a target student for this inquiry. He is ORRS funded. His level was 1B at the start of the year and has come out at 2P in this piece of writing. Great acceleration!

What made a difference to these learners for this piece of writing was a graphic organiser to plan their writing as well as first reading exemplars of quality writing for the genre in question. This will have helped with structure and language features as well as organisation (which they all scored well on). Punctuation has improved for a lot of them, so the self-assessment check-lists and our team punctuation workshops will have helped with that.

The students are also continually being reminded to state what their writing goal is and to focus on this when doing their writing in class. They are BLOG posting to show that they’re achieving their writing goals. This student agency will have helped also e.g. T needs to stop using random capital letters in his writing, which he has done successfully in the piece I assessed. T and N both had a punctuation goal and their punctuation scores went up. TM is trying to make her writing interesting for the reader as well as proof-reading, and she has certainly achieved that in the piece I assessed. E’s goal is to use tools to help with her spelling, and her spelling has moved up a level in the latest asttle assessment. N’s is to take risks and give writing a go, not worrying about spelling and being wrong, and he certainly has done that.

What still needs work? Vocabulary still needs development for ALL of these students. Perhaps this can be part of the next inquiry.

Here is a link to the completed Spiral of Inquiry for Term 1 & 2

This is only accessible to people at St. Joseph's with the link.

Learning Pathway Blogs: Student Agency

I have been assisting my team in getting Learning Pathways BLOGS up and running.
I have visited Rooms 4 and 6 to lead groups of students in setting them up.

This will promote student agency as students share evidence towards their learning goals (student agency, which we learnt a lot about in Karen Boyes' PD late last year)

Here is an example of one student's post:

Integrating RE and Concept Learning

I have been integrating RE and concept around the theme "building the Kingdom of God" which tied in well with the God  strand this term as well as the Olympics. We have looked at how rules and laws come about by the IOC and the importance of fair play (particularly drug-cheating). The idea of covenants, the olympic oath and God's faithfulness have been important aspects of the student's learning. The students have enjoyed the choice element and making connections between God's teaching and playing sport.

I used SOLO taxonomy for success criteria and to deepen thinking and understanding.

Here is the RE / Concept Term 3 Doc

Here is one of the SOLO rubrics.

Teaching as Inquiry Term 1 and 2

Here are links to my inquiries:

Spiral of Inquiry Term 1 2016

Spiral of Inquiry Term 2, 2016

Learner Agency - self-monitoring in writing

Students will be aiming to achieve their writing goals or to work on next steps by using the rubrics which are up in the wall in Room 5.

Maths Goals

In the next two weeks my students will show evidence that they have achieved their learning goals in reading, writing and maths.

Having reviewed measurement assessments from last term, a number of children have gaps in this area. I have shared a doc with them into their learning pathways folders on their google drives, informing individuals who need to set measurement or areas within it as their next learning goal in maths.

To help them achieve their goal we will do some class workshops and I will make sure to set measurement learning tasks on mathletics for them to complete in their own time.

Here is a link to the doc I shared with them: Your next learning goal - measurement

Assessment for Learning - Writing

This week, having reviewed e-asttle writing tests, it's clear that the target students in Room 5 all have presented with a need around editing punctuation. I have therefore done some professional reading using The Writing Book by Sheena Cameron and Louise Dempsey.

Here are the strategies for self-editing which I am going to implement between now and the end of term. 

1) The first is page 173 - "Read your writing in a quiet voice. When you pause, tap the table. Ask yourself if you have finished the idea. If you have, check that you have included a full stop. If you have not finished, check that you have included a comma and then finished the idea"

2) The second strategy is for my feedback and it's on page 202. The book explains that in order to publish writing, the teacher will have to do the final edit and students are to proof-read and edit at their own manageable level, which I can direct them to do. Here are the codes I can use when giving feedback comments on google docs, highlighting the specific line..

e-Asttle Moderation

At today's staff meeting, we moderated for e-asttle. See video.

Screen Castify Video e-Asttle Moderation

Sentence Punctuation Target Students

Based on classroom writing tasks and last year's e-asttle writing samples, target students are presenting with a need in sentence punctuation.

I created this doc for target students to do online tutorials around sentence punctuation. Here is the template doc for them to record (self monitor) their progress in this area. Sentence Punctuation Tutorials and Quizzes

See my spiral of inquiry for outcomes..

Label Post #2

More labels for the PTC