An NMR Literacy Improvement Initiative

1. An NMR Literacy Improvement Initiative The 7 High Reliability Literacy Teaching Strategies

2. What is literacy ? Literacy is the knowledge students use to convert written information to knowledge

3. Growth of exports Slow growth of exports is itself due to 1. Low income elasticity of demand. Most of these primary products have a low income elasticity of demand. The quantity of food consumption is constrained by biological necessity and population growth in rich countries. Increased incomes are spent on manufactures and services. The small increases in expenditure on food tend to reflect processing and packaging rather than on increased quantities of raw materials. Similarly, spending on more sophisticated or luxury products often involves little increase in demand for low materials.

4. Why the concern about literacy ? Literacy knowledge and skills • an essential vehicle for effective learning or knowledge construction in C21. • essential for individuals to operate effectively as citizens

5. Why teach literacy ? Literacy = academic success

6. How does good literacy knowledge help students ? Students with good literacy knowledge can • learn easily by reading written texts, • teach themselves new concepts, • learn the vocabulary of the subjects they learn and • show what they know efficiently in written contexts.

7. Literacy skills are lower in NMR • literacy problems affect student outcomes. • low literacy leads to disengagement and poor behaviour. • not all teachers know how to develop literacy in their class. • a school does not have a consistent, school-wide literacy program.

8. How can schools tackle this issue ? Schools need a workable strategy. This includes: • What is useful knowledge to teach ? • How to teach it ? • When to teach it ?

9. What do you teach ?

10. What is useful literacy knowledge to teach ? The approach to literacy • identifies the strategies readers to to comprehend and learn from written text more effectively by converting the written text information to knowledge. • teaches readers to use these strategies though the High Reliability Literacy Teaching Procedures (HRLTPs).

11. What do you do when you read ? • However, there is one sense in which the origin of right is relevant to philosophical science and this is the free will. The free will is the basis and origin of right in the sense that mind or spirit generally objectifies itself in a system of right (human social and political institutions) that gives expression to freedom, which Hegel says is both the substance and goal of right.

12. Bacciferous, baft, baragouin, batrachophobia • The trees in the orchard were bacciferous. The berry pickers worked without pause. The basket of baft into which they deposited their conquests were placed abraded their bare arms. If only the farmer had invested in containers made of more expensive and softer fabric. • Conversation with the other pickers was difficulty. Their baragouin was largely incomprehensible. However, there was no mistaking the batrachophobia shown by the barbigerous giant nearest to them. The first sight of the tree frogs froze him to paralysis. Even his well endowed beard failed to mask the intense fear the batrachian creatures induced in him.

13. What are the High Reliability Literacy Teaching Procedures? A set of explicit teaching procedures that teach readers to • get their knowledge ready for reading and learning • use and learn new vocabulary • use reading aloud • paraphrase the text • link the text with questions it answers • summarize the text • review, consolidate and automatize what was read.

14. What are the High Reliability Literacy Strategies? They can be used in all subject areas to enhance students' literacy knowledge. They: • enhance text comprehension • teach regular content • lead to the students learning more independently • are practical for the whole class

15. The HRLTPs address other school priorities: They • teach ways of thinking • improve students’ self efficacy as learners. • build knowledge by helping students convert short-term understanding to long-term knowledge.

16. Why ‘high reliability’ ? Research shows they work Program successfully implemented in several NMR schools in which student literacy problems have persisted

17. Do these strategies work?

18. Do these strategies work?

19. What did each school do? 4 prong approach to PL

20. What did each school do (cont.) ? Build a capacity to • lead PL for enhanced literacy teaching -SLT trained • guide PL for enhanced literacy teaching -MLLL trained • guide the PL capacity for the school- MLOPL trained • PLTs as the means for explicit PL

21. What did each school do (cont.) ? • Identified term by term goals • Identified ways of pooling PL regularly • Identified procedures for PL • How to implement in teaching topics • Demonstration and modeling • Peer and external coaching • Used data in formative way – AfL • Gathered summative data -monitored progress

22. What did each school do (cont.) ? Had an explicit focus on professional knowledge and staff activity: By end of Term 1 : • What will staff be doing differently? • What will students be doing differently? • What will SLTs be guiding, scaffolding differently ?

23. What have we learnt ? • Implement 1-2 HRLTPs at a time • Need clear operational plan and action plan • Need explicit PL procedures, PLT led by MLLL • Need clear data • Need clear model of teaching • Need to know what you are doing

24. Know what you are doing to build your school’s professional knowledge and professional learning capacity

25. What is teachers’ professional knowledge like ?

26. Need to know what professional knowledge to target ?

27. Need to know what professional knowledge to target ?

28. How to target knowing literacy ?

29. To learn more about What does literacy look like ? • What do I need to know to do literacy tasks ? • Unpack and identify the aspects of literacy • What does literacy ‘look like’ ?

30. How to target knowing options for literacy teaching ?

31. To learn more about Useful literacy teaching procedures • collaborative discussions in PLTs -possibles, sharing what has worked for others • see videos of teaching procedures • see sample lesson plans; how others have done them in their teaching • how to unpack problems in teaching in terms of literacy • Instructional leadership that suggests optional, alternatives

32. Target doing literacy teaching

33. How to learn to doHRLTPs are in teaching ? • discuss in PLTs, visualise and reflect on how to do HRLTPs to teach topics • plan lessons that include the HRLTPs • see HRLTPs demonstrated in their classes • coach staff to do HRLTPs in teaching • trial and evaluate HRLTPs in teaching in action research • monitor how HRLTPs solve particular problems in teaching

34. Know how do develop • an literacy action plan • a professional learning plan • an implementation plan

35. Key questions to assist with action planning What will effective literacy teaching look like ? When the effective literacy teaching is in place • what will teachers be doing differently ? What does effective literacy teaching look like ? • how will students be learning differently ? What does effective literacy learning look like ?

36. How will you set goals for each term ?

37. How will you lead teachers to implement activities each week ? Weekly planning proforma

38. Know how your school will gather data • Formative data : Afl • Summative data Know how your school will interpret data and map it into action

39. AIM test Torch test PAT test Probe test Burt test Teacher assessment reports How can schools gather data about their students’ literacy?

40. How will the school monitor Change in staff knowledge re literacy ? Improvement in literacy teaching practice ? Monitor the success of professional learning

41. The PL program for literacy will enhance literacy knowledge iteracy teaching knowledge literacy teaching practice Explicit PL program

42. Who will deliver the program? HRLTP tutors will assist in developing literacy and literacy teaching knowledge. They are • teachers from a range of subject areas. • from NMR schools which have implemented the program • completed the HRLTPs training program, • used the strategies in their classes • supported colleagues to use them in school-wide programs

43. How will the HRLTPs approach enhance professional practice? Teachers will understand • why some students read, understand and retaining information less efficiently • multiple ways of using teaching strategy • ways of building literacy strategies into all classes • how to teach students to use each strategy independently

44. What does school level leadership of literacy involve ? Some key procedures to examine • What do school leaders need to know to lead literacy learning ? • How will your staff learn to do it ? • Lead building a group knowledge literacy teaching • The conditions for improving literacy teaching • How will you scaffold /support professional learning ?

45. What can schools put in place to improve literacy ? Some key procedures to examine: • Code of teaching practice for literacy • How to have an explicit professional learning focus through PLTs to build teaching power for literacy • Multiple parallel professional learning opportunities • Implement action plans with term by term objectives in literacy knowledge • Data based monitoring • Instructional leadership strategy that targets literacy learning

46. What do school leaders need to know to lead literacy learning ? • What will effective literacy teaching look like ? • How will your staff learn it ? • What does your staff know now about it ? • How will you lead systematic improvement ? • How will you scaffold /support professional learning ? • How will you set goals for each term ?

47. How will your staff learn to do it ? How will staff • be coached /scaffolded to implement new teaching procedures ? • be assisted to plan how to apply them in topics they will teach ? • monitor and modify the procedures ? • see links with VELS ? • become aware that the school leadership is actively supporting this; instructional dialogue ?

48. Lead building a group effective literacy teaching • All learning begins with what the learners already know. • What procedures will you use to help staff to identify and collate what they know ? • How will you build a ‘group’ knowledge of literacy ?

49. The conditions for improving literacy teaching How will you • foster a climate for professional learning about literacy ? • encourage the literacy leaders to lead professional learning ? • show your valuing of the activity ?

50. How will you scaffold /support professional learning ? • What time, physical resources are necessary ? • How will you foster goal congruence for enhanced literacy teaching ? • How will you encourage regular professional dialogue, problem solving about literacy learning and teaching ? • How will you encourage collegiate support and collaboration ?