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13 April 2011.AS T T L E DATA – P a inting a
P ic ture
We lc o m e
E-AsTTle data …=jkjk88888888888888886
Whe re do e s it fit in w ith the He a lthy P ra c tic e P yra m id? (a nd w ha t the he c k is tha t? ? )
Ho w c a n w e us e it to s ho w tha t w e a re re fle c tive pra c tit io ne rs ?
Ho w w ill us ing As T T le da ta he lp us to b e b e tte r pre pa re d fo r o ur ne x t E R O vis it?
One off
Occasional
Repeated
E-AsttlePAT
PortfoliosExemplars
Diagnostic Literacy Assessment
InteractiveObservationQuestioning
ListeningDiscussion
Aligned to Learning Goals
DialogicInteractiveContinuousResponsive
For STRENGTH of information, use multiple samplings from multiple sources.NZEI Te Rui Roa and Lester Flockton 2009..
• Wha t are my student’s needs?• Who are the students that are struggling?
• Wha t am I doing to meet their needs?
• Is it working? Why/w hy not?• What are MY learning needs?
• What do I need to change?• Ho w effective were the strategies
I tried?• Have my changed actions had any
impact?
WHAT!! George is level 2P? He’s meant to be at 4 P.
• Discuss the test with George. • He thinks this mark is accurate. He
found the test difficult.• Analyse George’s Individual
Learning Pathways report.
First thing:
We deliberately c ha ng 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 ns e in our
practice in order to close the learning gap
A c c e le r a te d a c h ie v e m e n t
Target students in 9FW have difficulty with:
Knowledge of V OC A B UL A R Y
Consistently re a ding fo r m e a ning
Responding with unde rs ta nding
Making Infe re nc e .
Consistently read for meaning
Think aloudEmbedded questionsComment codesSummarise3-level reading guide
Respond using understandings &
information
QuickwritingGraphic organiserQuestion diceReciprocal interviewingPostbox activityReconstructing paragraphs / texts
Make inferencesThink aloud3-level reading guide
Knowledge of vocabulary
Word mapsClusteringConcept circlesPair definitions / definition barrier activityNever-seen-before gridStructured overviewInteractive cloze
Problem area: Strategies to help address them:
That’s enough for now… for the rest of this session we are going to:• Work in small groups to make a start on the Teacher Inquiry Knowledge building cycle.•Share any positive feedback from anything you’ve tried.•Any questions??
Thank you!