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National workshop #1
DEREK SMITHTe Tapuae o Rehua Consortium
Workshop 1 content
• Supporting a Teaching as Inquiry model
•Using data to inform teaching and learning (ako)
• Pathways
•Revisiting NCEA Level 1 and 2: tasks/resources/pedagogy
• Progressions – preparing junior students (Y9 and 10) for success in NCEA L1, 2 and 3 in statistics/probability
Workshop focus "Leadership promotes teacher learning via communities that are focused on improving student success. To establish such communities, leaders may need to challenge or change cultures that are not focused on collegial discussion of the relationship between what is taught and what is learned.” Pg. 42 School leadership and Student Outcomes: Identifying What Works and Why: Best Evidence SynthesisIteration. V. Robinson et al.
AimTo focus on how to implement teaching and learning that leads to improved student outcomes through pedagogicalleadership.
Learning OutcomesParticipants will: •Examine how to use data to inform teaching and learning•Use a teaching as Inquiry model to plan for change in their teaching and leadership•Investigate ways to improve student success •Use national key messages to inform teaching and learning
Using data to inform teaching and learning
The learner at the centre
Using data to inform teaching and learning
Questions to ponder:1. What do I know about the student?
2. What am I doing to help each student move forward?
3. What does one student at a time mean?
4. What data is there that I can use to get a picture of where each student is at?
NCEA
85% of 18 year olds will have achieved NCEA Level 2 or equivalent by the year 2017.
85 % of 18-year-olds with NCEA Level 2 or equivalent in 2017
90
70
65
60
55
80
75
85
2011 20132012 201620152014 2017
% of 18-year-olds with at least NCEA Level 2 or equivalent
90
70
65
60
55
80
75
85
2011 20132012 201620152014 2017
% of 18-year-olds with at least NCEA Level 2 or equivalent
90
70
65
60
55
80
75
85
2011 20132012 201620152014 2017
78.9%
% of 18-year-olds with at least NCEA Level 2 or equivalent
90
70
65
60
55
80
75
85
2011 20132012 201620152014 2017
78.9%
Series 1
Achievement level in 2011
74.3%
90
70
65
60
55
80
75
85
2011 20132012 201620152014 2017
78.9%
85%
85% of 18-year-olds with NCEA Level 2 or equivalent in 2017
What do we need to achieve?Learner Group 2011
(%)Current
Gap (%)
2017Projection
(%)
Remaining Gap(%)
All 18 year olds
74.3 10.7 78.9 6.1 (3,650)
Māori 57.1 27.9 66.2 18.8 (2,420)
Pasifika 65.5 19.5 71.6 13.4 (950)
Pākeha 79.3 5.7 84.2 0.8 (320)
Male 70.9 14.1 75.3 9.7 (3,000)
Female 77.9 7.1 82.7 2.3 (650)
Junior schoolY7 – 10 Y9 - 10
How well do your mathematics and statistics programmes reflect the revised curriculum NZC (2007)?
•Number/Algebra•Statistics/Probability•Geometry/Measurement
CL 2 CL3 CL4 CL5 C6
How well do your classrooms reflect the revised curriculum NZC (2007)?
Programme design based on the cohort in the school – flexibility and adjustment in learning programmes
How well does your formative or summative assessments fit your programme design?
Does junior assessments reflect their preparation for NCEA?
Is your reporting to students, parents, BOT reflecting what is necessary for better informing and moving students forward?
In the focusing inquiry, teachers identify the outcomes they want their students to achieve.
In the teaching inquiry, teachers select teaching strategies that will support their students to achieve these outcomes.
The learning inquiry takes place both during and after teaching as teachers monitor their students’ progress towards the identified outcomes and reflect on what this tells them.
Teaching as Inquiry
- reflective journals, portfolios, end-of-term evaluations, peer observations and discussions
In the 2011 report, Directions for Learning: The New Zealand Curriculum Principles and Teaching as Inquiry, ERO found that in 72 percent of the schools processes had been put in place by school leaders that were either highly, or somewhat informative.
- created routines and systems that prompted reflection about student achievement and teaching practice
From TEACHING AS INQUIRY: RESPONDING TO LEARNERSpage 5
The primary purpose of teaching and learning inquiry, as described in The New Zealand Curriculum, is to bring about improved outcomes for students through a cyclical process that is guided by the following questions:
1. What should students achieve? Where are our students in relation to these goals and priorities? What do students need to learn next? (focusing inquiry)
2. Which strategies, interventions or programmes will support students to achieve these outcomes? (teaching inquiry)
3. What learning happened for students as a result of these strategies, interventions or programmes, and what will teachers do next to ensure that students continue to progress? (learning inquiry)
A
P
I
E
Assess
Evaluate Plan
Implement
An e5 Instructional Model1. Engage• Develops shared norms• Determines readiness for learning• Establishes learning goals• Develops metacognitive capacity
2. Explore• Prompts inquiry• Structures inquiry• Maintains session momentum
3. Explain• Presents new content• Develops language and literacy• Strengthens connections
4. Elaborate• Facilitates substantive conversation• Cultivates higher order thinking• Monitors progress
5. Evaluate• Assesses performance against standards• Facilitates student self assessment
Mathematics – TIMSS 2011 (Year 5)
• On average New Zealand students performed in the bottom half of all participating countries internationally
• New Zealand mean score is 486• 29 countries performed significantly above
New Zealandincluding England (542), the United States (541), Ireland (527) and Australia (516)
• 4 countries were similar to New Zealand• 16 countries performed significantly below
New Zealand
Mathematics – TIMSS 2011 (Year 5)
New Zealand (*) has a higher percentage of students not achieving the Low International Benchmark compared to the international median
Cumulative percentages
Low (400)
Intermediate (475)
High (550)
Advanced (625)
85 * 58* 23* 4*
90 69 28 4
TIMSS (Year 5)Trends in mathematics
• No significant change since 2006 - significant decrease for Asian students
• Significant decrease since 2002- largely due to decline in the content areas of geometry and measurement, and statistics
1994 1998 2002 2006 2011420
440
460
480
500
520
540
560
NZ
Mathematics – TIMSS 2010 (Year 9)
• On average New Zealand students performed in the top half of all participating countries internationally
• New Zealand mean score is 488• 14 countries performed significantly above New
Zealandincluding the United States (509), England (507) and Australia (505)
• 4 countries were similar to New Zealand• 23 countries performed significantly below New
Zealand
Mathematics – TIMSS 2010 (Year 9)
New Zealand (*) has a relatively high proportion of very strong performers compared to the international median
Cumulative percentages
Low (400)
Intermediate (475)
High (550)
Advanced (625)
84 * 57* 24* 5*
75 46 17 3
TIMSS (Year 9)Trends in mathematics
• No significant change overall compared with any previous year
• Compared with 2002- no significant change for any ethnic grouping or boys- significant decrease for girls- Algebra a relative weakness while statistics still a relative strength
1994 1998 2002 2006 2010420
440
460
480
500
520
540
560
NZ
Student participation and AchievementNCEA results
Now - A brief narrative summary about the 2012 NCEA results. Contrast 2011 results with 2012, Internals vs External results. Contrast and comment on Maori, Pacifika and non- Maori and/or boys vs girls results.
Evidence gathering
Use of student learning data
What student learning data has the department collected?
How has this data been analysed?
How has this informed the decisions around curriculum design and targets for particular learning programmes?
Not achieved Achieved Merit Excellence
Number
Algebra
Measurement
Geometry
Statistics
Probability
Total number of students:European:Maori:Pasifika:Other:
Year 9 and 10: All students Include a table analysis of all units of work - One line per unit of work. You could report using curriculum levels achieved or by N. A.M.E results if you have assessed using these criteria.e.g. You could use a table or graph to show these results
CL2 CL3 CL4 CL5 CL6
Number
Algebra
Measurement
Geometry
Statistics
Probability
Number Algebra Measurement Geometry Statistics Probability
N A M E N A M E N A M E N A M E N A M E N A M E
All students
Maori students
Pasifika students
Other students
Boys
Girls
Year 9 and 10: Unit/Topic Analysis Include a table analysis of each unit of work – Analysis of All student data and disaggregated data – as in the table below. You could report using curriculum levels achieved or by N. A.M.E results if you have assessed using these criteria.e.g. You could use a table to show these results
Number Algebra Measurement Geometry Statistics Probability
2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5
All students
Maori students
Pasifika students
Other students
Boys
Girls
Not Achieved Achieved Merit Excellence
Decile1-34-67-10
College Decile1-34-67-10
College Decile1-34-67-10
College Decile1-34-67-10
College
Achievement standard number and short title
Achievement standard number and short title
Achievement standard number and short title
Level 1 – 2 - 3 Achievement Standards
Not achieved Achieved Merit Excellence
All students
Maori students
Pasifika students
Other students
Boys
Girls
Level 1 – 2 – 3: Standard by standard analysis Include a table analysis of each standard – Analysis of All student data and disaggregated data – as in the table below. Please use numbers of students rather than percentages where numbers of students in subject is less than 30 students. (See below)e.g.
STANDARD:
School Data http://www.youtube.com/watch?v=XBv95uMFudE Data Is Powerhttp://www.youtube.com/watch?v=77UPUxB2b7o
John HattiePart 1http://www.youtube.com/watch?v=sng4p3Vsu7YPart 2http://www.youtube.com/watch?v=3pD1DFTNQf4
DATA FROM A SCHOOL – EXCEL SPREADSHEET
Question:What can you make of the data presented from the end of topic assessments?
What would be better?Improvements?PMI
Do now –
Using your data that you have brought, analyse where a cohort is at and one of the classes in the unit of work assessed.
Next steps…
Co-construction of learning
Listening to student voices
Don’t forget about Literacy and Numeracy considerations
Aha moments
Discussions
Comments
Stanine 2012
(Year 10 - All including transients)
9 Outstanding
7 - 8 Above average
4 - 6 Average
2 - 3 Below average
1 Low
1 2 3 4 5 6 7 8 90.0%
5.0%
10.0%
15.0%
20.0%
25.0%6.
3% 7.5%
18.8
%
12.5
%
15.0
%
5.0%
13.8
%
6.3%
1.3%
7.5% 8.
8%
17.5
%
15.0
%
10.0
%
16.3
%
12.5
%
3.8%
0.0%
Feb
Oct
National Average
Stanine Result
9 Outstanding7 - 8 Above average4 - 6 Average
2 - 3 Below average1 Low
5 5 5 5 5 5
5 5 5 5 5 5
5 5 5 5 5 5
5 5 5 5 5 5
5 5 5 5 5 5
Do you see the class as all at a level ?
4 5 4 4 4-5 5
5 4 4 5 5 5
5 5 5 4 5 4
5 5 4-5 5 5 5
5 4 5 4 5 4
Or do you see the class as at two levels ?
3 5 2 4 2-3 3
5-6 3-4 4 6 4 4
4 4 5 5 3-4 5
5-6 4 3 3 4 4-5
4-5 5 3 4 5 5
Or do you see the class as at three levels ?
Problem time
Think of a number...
½ itSquare itSubtract 3What is the reciprocalSquare root the number and add -3Subtract it from 3
What do you notice?
Think of a number...
Multiply it by 2Add 5 to this answerMultiply this answer by 50Add 1763 to this answerSubtract the year you were born in from this answer
What do you notice?
Think of a number...
Multiply it by 5Add this answer to the original number cubed
What do you notice?
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