1 / 15

Looking at Student Work -writing evidence Session 2 AiZ Secondary School Learning Leaders

Looking at Student Work -writing evidence Session 2 AiZ Secondary School Learning Leaders. Agenda. Looking at data using 3 instruments NAPLAN (1 - quantitative) What are the data telling you? Writing Sample (2 – teacher knowledge) What is the writing sample telling you?

lucia
Télécharger la présentation

Looking at Student Work -writing evidence Session 2 AiZ Secondary School Learning Leaders

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Looking at Student Work -writing evidenceSession 2AiZ Secondary School Learning Leaders

  2. Agenda • Looking at data using 3 instruments • NAPLAN (1 - quantitative) • What are the data telling you? • Writing Sample (2 – teacher knowledge) • What is the writing sample telling you? • Think – Pair – Share activity • VELS (3 - qualitative) • Zone of Proximal Development • Readings about Vygotsky – theory of learning • I spy – a word scavenger hunt • Vocabulary development activities • Planning and action to be taken next

  3. Analysing the data – what can’t the students do so the teacher can support them learning to do it. • Looking at NAPLAN results • Writing criteria report • Grouping the information • Looking at the items that highlight areas for support • Compare the same items in years 7 and 9

  4. Writing Criteria Report Making Meaning • Writing – getting the message across • Audience - Entertaining the reader • Text Structure • Ideas • Character and Setting • Vocabulary building • Cohesion • Paragraphing Secretarial • Sentence Structure • Punctuation • Spelling

  5. Drilling down to the item information • A brief look at the item analysis report • Look at the items with the most common confusions or misinterpretations by the class for a particular item • This will help with planning the most appropriate teaching.

  6. Looking at the writing sample • What do you notice • Think • List what you see - use the template to record skills used • Pair • View each sample and discuss your findings with a partner • Share • Discuss the issues you see. • Record • What do you think about this approach to learning?

  7. Looking at the data gathered from the writing sample to reflect on VELS • Find where this student is on the Standards and progression points (you may be able to refer to Student Level Achievement Report) • You will probably need to look at more than one level to get a picture of this student with this sample of writing • What level/s do you believe this student is at now. • What can they do independently and with support.

  8. Zone of Proximal Development • What does this mean? • What are the words we could use to describe what we know about ZPD • LEAD activity • Read- The Educational Theory of Lev Vygotsky: an analysis • Social Development Theory (L. Vygotsky) • Zone of Proximal Development

  9. Vygotsky’s words, “what the child is able to do in collaboration today he will be able to do independently tomorrow” (Vygotsky, 1987, p. 211). • "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p86).

  10. The writing sample • What would be the Zone of Proximal Development for this student with this writing piece

  11. Vocabulary Development Activities to… • Builds background knowledge • LEAD • List-group-label • Possible sentence • Vocab-o-gram • Teachers words that are critical to comprehension • Think-pair-share – collaborate for understanding • Provides support during reading and writing • Frequent contact • LEAD • Possible sentences

  12. Vocabulary Development Activities to… • Develops conceptual framework for themes, topics, and Units of study • LEAD • List-group-label • Possible sentences • Vocab-o-gram • Assesses students’ understanding of words and concepts • Frequent contact • I spy: a word scavenger hunt • LEAD • List-group-label • Possible sentence • Previewing content vocabulary • Think-pair-share:- collaborate for understanding • Vocab-o-gram

  13. Agenda • Looking at data • NAPLAN • What are the data telling you? • VELS • What is the writing sample telling you? • Think – Pair – Share activity • Zone of Proximal Development • Readings about Vygotsky – theory of learning • VELS • LEAD activity • Vocabulary development • Planning and action to be taken next

  14. Before the next session • Adding to your repertoire of activities • Reading - chapters and articles given at first session • Be prepared to discuss one aspect of your reading • Try an activity and share with your group at the next session. • Fill in and return the self assessment survey • Commence work on the action plan

More Related