The document discusses using data from CAT4 (Cognitive Abilities Test) assessments to develop literacy and learning strategies tailored to students. It describes analyzing CAT4 data through MIDYIS graphs to understand students' strengths and weaknesses. Various teaching methods are suggested based on where students fall in the different quadrants of the MIDYIS graph. Effective strategies include using word walls, sequencing exercises, and concept mapping. The challenge of embedding many techniques into lessons is also discussed. The key takeaways are how to use CAT4 data to characterize a classroom and select appropriate teaching methods for students.

1. USING
CAT4 DATA
TO DEVELOP
LITERACY
AND
LEARNING
STRATEGIES
FOR ALL
USING
CAT4 DATA
TO DEVELOP
LITERACY
AND
LEARNING
STRATEGIES
FOR ALL
BY: JOHN DSOUZA

2. ONE TEAM
ONE VISION
ONE MISSION
SMALL CHANGES, SIGNIFICANT IMPACT
TOMORROW’S
CLASSROOM TODAY…
TODAY’S
CLASSROOM NOW…
…Striving to Integrate…
Excellence… Beyond Borders!

3. 3Ways of Working (WoW)
• Mobile devices used only to support learning – i.e. note taking, research, creation
• No calls, messaging, emailing
• Bags / school work away from table
• Be HERE
• Have an open mind
• Ask questions
• Listen to learn
• Be honest, positive and constructive
• Interact and collaborate with others with active participation
• Take responsibility for your own learning
• Show respect, confidentiality and professionalism

4. IT’S PART OF
EDUCATION
4
WE CAN’T DROP THAT CAT

5. ICE-BREAKER
We’re in the TT Room…..
Who was the last person you spoke to and what
was the conversation?
5
- Lose Talk or Serious Talk?
- Complement or Complaint?
- Lunch Review or Weekend Plans?
- Leaders, Teachers or Students?
Share what you spoke and why you liked it with another
person on the same table….

6. 6

7. Learning Objectives: 7
- To recognise how data can be used to
identify and characterise the classroom.
- To interpret a class set of data using
MIDYIS graphs
- To distinguish between effective and
ineffective teaching methods for the
individual

8. 8
Outcome:
- To create a session, informed by
CATS data, that appropriately
supports and stretches a new
class

9. 9
How will we
get there?
Alternative ways to Analyze Data
Effective Teaching Methods for the Individual
Embedding Literacy and Learning Strategies
An Example – Grade 8 CAT4 Scores

10. 10
C
FOR
CAT4

11. 11
BRAIN-STORM
Are we using this DATA anywhere in our
assessment documents?
Has anyone used this data for effective
teaching and learning strategies?
What are the 4 pairs of tests which assess
different aspects of ability?
Any idea about this FAT CAT?

12. 12

13. UNDERSTNADING CAT4 SCORES

14. 14

15. Alternative Ways to Analyze Data
• GRAPHS CAN GIVE US A QUICK SNAPSHOT OF
THE LEARNERS IN OUR CLASS AND THEIR
RELATIVE SKILL LEVELS.
• THE QUARTILE THEY FIT IN HELPS US TO
ASCERTAIN WHERE THEIR LEARNING ABILITIES
(STRENGTHS AND WEAKNESSES) MAY LIE AND
POSSIBLE TECHNIQUES THAT WILL HELP
THEM.
15

16. 16
MIDYIS
GRAPH

17. Verbal reasoning will
affect the ability of
the group to access
texts used in the
curriculum i.e. basic
literacy levels. The
lower the verbal
reasoning the poorer
the text learning skills
are and the more
difficult it is for the
student to become an
independent learner -
the greater the need
for a whole school
literacy programme.

18. Non-verbal is an
indication of the ability of
the student to transfer
learning skills across the
curriculum and so the
higher the non-verbal the
better the student is at
dealing with modelling,
abstraction, and thinking
in pictorial formats. This
is also a good indicator of
learning skill transfer - the
higher the score the
better able the student is
at transferring generic
learning skills across
disciplines.

19. Students in this
quadrant are
likely to be
good at written
work but may
not actually
understand.
They may find
the use of
equations,
modelling and
diagrams a
challenge to
interpret.

20. Within these
lines both
scores are
similar, and
students
should be
successful at
transferring
generic
learning
skills, be
good at
modelling
and
abstraction

21. Students in
this quadrant
will need
support as it’s
likely they
understand
the work, but
struggle to
write it down.
(In some cases
this could lead
to disruption)

22. This quadrant
represents
students with
low verbal and
non-verbal
reasoning.
These students
may struggle to
access texts and
will also
struggle to
transfer skills
across subjects

23. MARKETPLACE ACTIVITY SHEET:
23
Quadrant A:
VERBALLY STRONG+NON VERBALLY WEAK
Learning Style - Auditory / Text / Oral
Quadrant B:
VERBALLY +NON VERBALLY STRONG
Learning Style – Visual / Verbal
Quadrant D:
VERBALLY+NON VERBALLY WEAK
Learning Style – Kinaesthetic Active
Quadrant C:
NON VERBALLY STRONG+VERBALLY WEAK
Learning Style – Simple Visual Verbal

24. 24
8B2
MIDYIS
GRAPH

25. CAT4 GRADE 8
DESCRIPTION NC CAT4 - SAS 25 %
VERY LOW 1-5 LESS 75 0 0
BELOW AVERAGE 5-25 75-90 13 52
AVERAGE 25-75 90-110 12 48
ABOVE AVERAGE 75-95 110-125 0 0
VERY HIGH 95-100 130 + 0 0

26. Effective Teaching Methods:
EACH GROUP HAS ONE QUADRANT TO FOCUS
ON.
FOR YOUR QUADRANT:
- IDENTIFY THE CHARACTERISTICS ASSOCIATED
WITH LEARNERS IN THAT QUADRANT
- SUGGEST A RANGE OF ACTIVITIES THAT
WOULD SUPPORT THESE LEARNERS IN
LESSONS
- PRESENT IDEAS ON THE FLIPCHART READY TO
26

27. 27

28. 28Q
U
A
D
R
A
N
T
A

29. 29Q
U
A
D
R
A
N
T
B

30. 30Q
U
A
D
R
A
N
T
C

31. 31 Q
U
A
D
R
A
N
T
D

32. Market Place 32
• Choose your group representative.
• You will have 4 minutes to present the characteristics of learners in your
quadrant and some possible strategies that could be used with these
learners.
• If you are an information gatherer, use the blank MIDYIS graph template
to summarise the information provided by the representative you visit.
• This can then be shared with your group representative at the end of
the activity.

33. Reflection:
• FOR ONE PARTICULAR CLASS YOU TEACH,
THINK ABOUT SOME OF THE CHARACTERS
AND WHERE YOU THINK THEY WOULD PLACE
ON A MIDYIS GRAPH.
• WHAT STRATEGIES COULD YOU TRY TO HELP
THEM ACCESS MORE CHALLENGING ASPECTS
OF YOUR SUBJECT?
33

34. Creating a
MIDYIS Graph
34
Step 1:
Copy and paste the names
of your students along with
their verbal and non-verbal
scores into the first
spreadsheet
CATS Data Tab

35. Creating
a MIDYIS
Graph –
Step 2
35
MIDYIS Graph Tab

36. Creating a MIDYIS Graph – Step 3
36
Step 3:
If you want to add a title to your graph, left click on the
‘MIDYIS graph’ text box and enter your chosen title.

37. 37
Verbal Skills Analysis and Corresponding Strategies
Verbal Classification (V1) = LA
Focus • Meanings and words.
• Logical understanding to link words by concept relationship.
• Reasoning relationships to form a classification.
Curriculum
Issues
• Understanding of subject specific words
• Exploration of generic and subject specific meaning
• Classifications to build progressive meaning
Effective
Strategies
Explicit focus on key words within a familiar context.
• Interactive word walls e.g. Word Burrs, Spider-grams
• Linking words to definitions e.g. Dictionary / Glossary searches, Crosswords
• Progressive Glossaries
• Interactive games linking words / meanings e.g. Word dominos / bingo / jigsaws / Taboo / Odd-One-
Out / Word Loops / Flashcards
• Investigate parts/origins/families of words to build meaning e.g. Word Burrs Spider-grams, Fossil-
Hunting
• Classification exercises to explore relationships e.g. Happy Families
• Brainstorming
• Cloze
• Labelling activities such as diagram completion from a text
• Venn diagrams
• Investigate shades of meaning e.g. Washing lines
• ICT e.g. Clicker, Language Master
• Database work involving language e.g. Tree

38. 38
Verbal Skills Analysis and Corresponding Strategies
Sentence Construction (V2) = MA
Focus • Relationships of words in a sentence.
• Reasoning to make conceptual sense of the sentence.
• Knowledge of the use of words leading to the activation of reading strategies.
Curriculum
Issues
• Understanding of subject specific words within larger frames of meaning i.e. sentences, paragraphs,
• Accessing texts for reading with understanding.
• Writing for differing purposes, context and audiences to make sense.
Effective
Strategies
Explicit focus on how words in sentences can shape meaning.
• Cloze exercises linked to making sense of meaning in the text
• Active Reading e.g. DARTS
• Sequencing / Highlighting exercises
• Shared reading (modelling how to skim, scan or close read)
• PQR3 techniques for reading
• Using banks of linking words and phrases i.e. Connectives
• Interactive Word walls
• Prompt sentences i.e. Sentence Stems
• Investigating purpose and placing of words in a sentence
• Investigate formal and informal language, active and passive
• Diagram completion and colouring salient points linked to an active text.
• ICT to develop basic general writing skills such as 'I can write’ or 'Creative Writer' from Microsoft for
Children.
• Clicker 3 to help access to difficult words and subject specific words.
• Database work involving language e.g. Tree
• Exploring text conventions

39. 39
Verbal Skills Analysis and Corresponding Strategies
Verbal Reasoning (V3) = HA
Focus • Identify conceptual relationships between words and use that reasoning to infer a relationship between
different set of words.
• Knowledge of word meanings to enable a cohesive thread of logic to be developed.
Curriculum
Issues
• Identification of prior knowledge of key conceptual words in a subject and relationships between those
words.
• Accessing the texts for understanding
• Researching and handling information.
• Organising ideas in a coherent form for communicating to others (Oral and written)
Effective
Strategies
Explicit focus on how words link to create a sense of cohesion and lead to sense in a text.
• Concept mapping to explore relationships between ideas
• Linking words and sentences that help to connect ideas (across sentences, paragraphs and texts).
• Active Reading e.g. DARTS
• Sequencing / Highlighting exercises
• Deconstructing and reconstructing texts, Card sorts, Writing frames
• Brainstorm words and ideas -grouping of ideas leading to bullet pointing and finally developed into a
piece of prose
• Story boarding and bullet pointing to help pupil's structure language linked with a time line to
time sequencing
• Summarising texts by drawing or story boarding and bullet pointing to help pupil's structure language.
• Highlighting words or phrases in colour that’s linked by a common idea(s).
• Thinking grids – compare and contrast, consequences, perceptions
• Exploring text conventions

40. 40Non-Verbal Skills Analysis and Corresponding Strategies
Figure Classification (N1) = LA
Focus • Transfer of inductive and deductive reasoning in a minimal knowledge context
• Analysis to create rules or criteria for classification
Curriculum
Issues
• Transferring or translating information from one context to another
• Determination of criteria to create a classification
• Good short-term memory for visualisation of symbols or diagrams
• Constructing linear progressions of information and sequencing.
• Ability to construct or organise conceptual progressions
• Ability to access material in a verbal format linked with illustrations
Effective
Strategies
Effective strategies relating to spatial organisation of concepts and their relationships.
• Clustering diagrams like Spider maps or word burrs
• Sequencing exercises with pictures – visual clues
• Continuum lines and time lines
• Flow charting, Cycles
• Brain storming
• Concept cartoons, Concept maps
• Hierarchical concept maps
• Branching databases
• Flash cards linked with sequencing
• Sorting exercises
• Venn diagrams for criteria relationships
• Double bubble maps

41. 41Non-Verbal Skills Analysis and Corresponding Strategies
Figure Analogies (N2) = MA
Focus • Transfer of inductive and deductive reasoning in a minimal knowledge context
• Analysis to create rules and transfer them to a new system
• Visualisation in a 2 dimension structure
Curriculum
Issues
• Able to transfer learning strategies from one subject to another i.e. good bridging skills
• Moves easily from cause and effect to consequences and probabilities of event
• Quick to identify when it is appropriate to use a learning strategy from another discipline
• Able to spot links and hypo these using linked factors or related data
• Good at transferring physical and analogical models
Effective
Strategies
Effective strategies relating to associations and bridging activities
• Story boarding, Relations diagram
• Association maps
• Four thought organisers – picture, feelings, questions, predictions / possible events
• Decision trees
• Consequence mapping
• CASE – transformation analysis skills
• CAME – transformation analysis skills
• Think tank problem solving
• Matrix for compare and contrast
• Critical path analysis
• Venn diagrams
• Grids approach to SWOT analysis

42. 42
Non-Verbal Skills Analysis and Corresponding Strategies
Figure Analysis (N3) = HA
Focus • Transfer of inductive and deductive reasoning in a minimal knowledge context
• Visualisation and analysis of a series of actions
• Predict outcome based upon analysis of visualisation
Curriculum
Issues
• Understanding graphical, symbolic and diagrammatic materials
• Moving from the concrete experiential representation of a model to the abstract visual representation
model
• Manipulation of algebraic forms
• Extrapolation from graphical symbolic and diagrammatic materials
• Development of models
• Evaluation of strengths and weaknesses
Effective
Strategies
Effective strategies relating to metacognitive activities – individual closely linked to group activities
• Analysis for analogies to create a model
• Maths graphic organisers – The Facts, The Steps, The Question, Diagrams, The Solutions
• Design organisers – Structure or object, Purpose, Design, Good features, Alterations
• Represent quantities/objects by symbols to build a simple equation
• Prediction activities involving graphs
• Using ‘Story of the graph’ to help students understand changes and proportions
• Zones of relevance and argument mapping
• Graph prediction linked to shape of graph and change
• Force Field analysis, Fish or herring bone chart
• Bridge mapping to show cross subject links

43. The Challenge: 43
How do I embed
so many
different
techniques into
lessons?

44. Learning Objectives: 44
- To recognise how data can be used to identify and
characterise the classroom.
- To interpret a class set of data using MIDYIS graphs.
- To distinguish between effective and ineffective teaching
methods for the individual.
Outcome:
- To create a session, informed by CATS data, that
appropriately supports and stretches a new class.

45. What are your Key Takeaways?
• WHAT NEW INFORMATION HAVE YOU FOUND USEFUL?
• WHAT HAVE YOU ENJOYED?
• HOW WILL YOU USE WHAT YOU HAVE LEARNT TODAY TOMORROW / NEXT
WEEK?
45

46. WWW EBI 46
WELL
WENT
WHAT
IF
BETTER
EVEN

47. 47

48. THANK YOU