13 April 2011. A S T T L E DATA – P a in tin g a P ic t u reWe lc o m e
E-AsTTle data …=jkjk88888888888888886 Wh e re do e s it fit in w ith th e He a lt h y P ra c tic e P y ra m id? (a n d w h a t t h e h e c k is t h a t? ? ) Ho w c a n w e u s e it to s h o w th a t w e a re re fle c tiv e pra c titio n e rs ? Ho w w ill u s in g A s T T le da ta h e lp u s to b e b e t te r pre pa re d fo r o u r n e x t E R O v is it ?
One off E-Asttle PAT Aligned to Portfolios Exemplars Learning Goals Diagnostic Literacy Occasional Assessment Interactive Observation Questioning Dialogic Listening Interactive Discussion Continuous Repeated Responsive For STRENGTH of information, use multiple samplings from multiple sources. NZEI Te Rui Roa and Lester Flockton 2009..
• Wh a stud t are my e W h o nt’s nee • d stud are the s? e strug nts that • g are W h a ling? mee t am I do t Is it their nee ing to • w w h y orking? ds? Wha not? • Wh y / t are learn M • ing n Y Wh a t do eeds? chan I • Ho w ge? need to were effectiv e I trie the stra d tegi Hav ?• es e my actio c ns h hanged impa a ct? d any
WHAT !! Geor2P? He ge is le ’s mea vel nt to b 4 P. e at First thing: • Discuss the test with George. • He thinks this mark is accurate. He found the test difficult. • Analyse George’s Individual Learning Pathways report.
We deliberately c h a n g e our practice and approach because… We have identified gaps that our normal teaching actions won’t address.Intervention = a s tra te g ic re s po n s e in our practice in order to close the learning gap A c c e l e r a te d a c h ie ve m e n t
Target students in 9FW have difficulty with: Knowledge of V O C A B U L A R Y Consistently re a din g fo r m e a n in g Responding with u n de rs t a n din g Making In fe re n c e .
Problem area: Strategies to help address them: Think aloud Embedded questions Comment codes Consistently Summarise read for meaning 3-level reading guide Quickwriting Graphic organiser Respond using Question diceunderstandings & Reciprocal interviewing information Postbox activity Reconstructing paragraphs / texts Think aloud Make inferences 3-level reading guide Word maps Clustering Concept circles Knowledge of Pair definitions / definition barrier activity vocabulary Never-seen-before grid Structured overview Interactive cloze
That’s enough for now… for the rest of this sessionwe are going to:• Work in small groups to make a start on theTeacher Inquiry Knowledge building cycle.•Share any positive feedback from anything you’vetried.•Any questions?? Thank you!