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Opaheke school power point presentation

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  • 1. ACCELERATED LEARNING IN LITERACY, YEAR ONE OPAHEKE SCHOOL Alana Cantley, Ruth Fairweather
  • 2. LEADERSHIP Preparation: O Discussions with Principal, BOT O Attended ALL Evaluation and Planning Days O Key documents: O Theory of Action O BES Exemplar 3 O ‘Acceleration’ reading O Rubric 9 (Self Review Tool) O Intervention Logic O National Standards Writing O Literacy Learning Progressions O Ka Hikitia, Tātaiako O Pasifika Education Plan
  • 3. ALL TEACHER O Identified ALL teacher: O Literacy leader for four years O Involved in in-depth Schooling Improvement work in Literacy O Strong pedagogical and content knowledge O Willingness to undertake inquiry and knowledge building FOCUS O Identified focus area, framed inquiry: O Use of school-wide data O Needs of students O Focus on writing structures, processes and language features Implement an intervention in the classroom context, providing supplementary support for target students while maintaining an effective writing programme for all students in the class.
  • 4. TARGET STUDENTS O Data used: O National Standards OTJ O Initial e-asTTle assessment in writing O Daily writing O Anecdotal information O Number in group
  • 5. INQUIRY TEAM O Literacy Leaders O Worked together for four years O High level of expertise O Experience teaching Y1-8 O Included critical friend with expertise in writing O Mentor from Vision Education – Leytia O Cluster meetings - support and sharing of ideas O Inquiry team support included: O Self-review O Meeting for 1 ½ hours every fortnight O Observations of teaching (NE teacher and critical friend) including feedback, feed forward O Purchase of resources O Discussion of ideas, suggestions O Marking and moderation of writing assessments (beginning, middle, end of intervention) O Discussed and altered action plan at regular intervals
  • 6. INITIAL PREPARATION O Discussion of documentation e.g. Intervention Logic, Rubric 9 Self-Review tool, Ka Hikitia O Selected release teacher, organised inquiry team meeting times O Developed action plan incorporating ideas generated in planning day: O Ideas from self-review O Communicating with family/whanau O Formative assessment O Assessments O Student voice O Goal setting O Culturally responsive pedagogy O Observations, feedback sessions
  • 7. INTERVENTION DESIGN O Group of six students – one girl, five boys; four Maori students, one Samoan student, one Latin American student. O Whole class writing instruction (approximately 15 minutes), including ALL group in initial instruction. O ALL group worked intensively with teacher during every lesson for at least 30 minutes while remainder of the class worked independently. O Focused work every second Friday in a withdrawal situation (approximately 1 ½ hours instruction, discussion, student voice etc). O Daily planning, lesson review and design, daily homework based on the learning. O Communication with families through Facebook, daily homework book, newsletters, telephone calls O Affirmation of student success by school leaders
  • 8. WRITING INSTRUCTION O Focus on narrative, based on e-asTTle school-wide assessment of ‘Describe’ prompt O Lessons designed as small, achievable chunks O Daily planning rather than long term planning O Daily vocabulary instruction integrated into writing O Use of National Standards, Literacy Learning Progressions as exemplars O Metacognition integral to instruction e.g. self- questioning, links to prior knowledge O Formative assessment included in all instruction e.g. LI and SC written and discussed, SC colour coded for differentiation, self and peer assessment during and after instruction, feedback and next steps
  • 9. WRITING INSTRUCTION cont’d O Consistent planning graphic organiser used O Extended focus initially on generating ideas (self questioning) O ’Purpose’ integrated into all parts of writing instruction O Frequent goal setting O Integrated spelling instruction O Student voice for student voice discussions O Regular reflection on progress and achievement by both teacher and students
  • 10. GROUP MANAGEMENT STRATEGIES O Strategic placing of students within the group to maximize learning O Teacher proximity to reduce distractions and enhance focus O Constant teacher monitoring of individual student’s attention and engagement O Immediate prompting to redirect focus and learning O Regular review of whole class model O Discussion and sharing of ideas in pairs O Other students included in target group instruction as needs arose
  • 11. What Worked for Whom? O Student 1 – proximity of teacher, refocusing attention, ensuring instruction in manageable chunks, immediate explanation or demonstration of learning O Student 2 – all aspects of formative assessment, goal setting, dose and density of instruction, discussion and modelling sentence structures and types, self questioning O Student 3 – teacher proximity, spelling instruction of strategies to aide encoding, immediate feedback and feed forward, planning format remaining consistent, formative assessment particularly success criteria, vocabulary instruction O Student 4 – teacher proximity, immediate feedback, feed forward, confidence built on increased knowledge, dose and density, pair discussion and feedback, use of picture prompts, self questions O Student 5 – formative assessment, consistent planning formats, student voice (increased confidence and capability in talking about his learning) chunking of lessons, sharing ideas with others, picture prompts O Student 6 - proximity, support of the STEPS programme, modified planning, sound cards, peer sharing, vocabulary instruction, instruction around structure O For all students, awareness and knowledge of purpose

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