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Pd session 2_13_march_group_a_and_b_pd_session_2

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Pd session 2_13_march_group_a_and_b_pd_session_2

  1. 1. 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 
  2. 2. 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 ?
  3. 3.  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..
  4. 4. • 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
  5. 5. 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.
  6. 6.  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
  7. 7. 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 .
  8. 8. 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  
  9. 9. 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! 

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