A Brief Background to the Open Access College

What is the relationship between pedagogy, student engagement and literacy?

Daniel Bayer Tim McLeod, Nikki Nardelli, Sue Richards

http://www.youtube.com/watch?v=KdxEAt91D7k Background3 levels of schooling (R-12)Early/ Primary, Middle and Senior Years

Category 2 SES

ContextThe student cohort consists of students who enroll for a range of reasons

Curriculum Choice

Distance

Travellers

Vocational

At Risk

Medical (62%)

Middle Years Review

Integrated, interactive, online units with a student interest focusTeam of teachersIndividual Learning PlansDifferentiated curriculum

Literature Review

There is considerable research supporting the fact that literacy is integral to effective learning in all curriculum areas and across all phases of learning

Indeed Literacy is essential for students' life-long learning and for their active participation in work, family and civic life in this highly complex and networked world.

DETE Queensland Government, 2012, Literacy the key to LearningLiteracy FocusNationalMelbourne Declaration on Educational Goals for Young Australians (MCEETYA 2008)Australian Curriculum

StateLiteracy directorate

East Adelaide RegionPriority 1 Improved outcomes in Literacy and NumeracyiLit training

Literacy Focus OAC

Literacy Plan R 12PALLS trainingSite Improvement PlanStaff training (Stepping Out, First Steps, Phonics)Literacy for learning

Action ResearchQualitative dataMiddle Years profile.Parent, student and teacher questionnaires.Student Engagement Matrix. observation and anecdotal comments on the implementation of various strategies.anecdotal records of student progress and attitudes

Action ResearchQuantitative DataStudent PAT Reading and Spelling.Negotiated Learning Plans.Attendance.Work return.Engagement Matrix.

to monitor your students overall development (improvement) in literacy and maths

to help inform the teaching program identifying areas individual students need to develop (strengths and weaknesses)

Why use PAT Reading And PAT Maths?The test raw score is the number of correct answers on a test.

The PAT scale score is the test raw score converted

The percentile rank tells you how your students compare to the wider Australian sample.

A stanine groups students of similar achievement.

The ResultsStanine scores are derived from percentile ranks. Percentile ranks are divided into nine categories called stanines (short for standard nine) and the digits 1 to 9 are used as category labels.

Stanine scores are particularly useful for grouping students; however, it is recommended that only differences of two or more stanines should be regarded as indicating a real difference in performance.

Stanines

Interpreting explicit dataInterpreting by making inferencesRetrieving directly stated dataReflectingQuestion numberrawscalestanine

Click on the question number to see the data related to that questionNumber of students selecting each option.Percentage of students selecting each option.Level of question difficulty based on Pat ScaleType of comprehension skill and description question

Maths Group Report

You can view the data in different ways

Shows us the amount of students who got that question right or wrong

Wave 3 DefinedWave 3 is about intervention for children for whom Quality First teaching and Wave 2 catch-up programmes are not enough. It may need to be a more intensive programme, involving more individual support or specialist expertise.Where it is working effectively, the waves model will have a funnelling effect, reducing through Quality First teaching the numbers requiring Wave 2 intervention, and through Wave 2 the numbers who need more intensive and individual help..

No. of students% of studentsSignificantly disengaged25Partly disengaged1124Moderately engaged1942Very engaged818Extremely engaged511Student Engagement Data

Student Engagement Data No. of students% of studentsSignifcantly disengaged613Partly disengaged1329Moderately engaged1942Very engaged716Extremely engaged 00

No. of students% of studentsSignificantly disengaged12Partly disengaged1329Moderately engaged2147Very engaged1022Extremely engaged00Student Engagement Data

Student Engagement DataNo. of students% of studentsWave 32228Wave 22025CaAAution1722Wave 12025Diagnostic Data

No. of students% of studentsWave 31724Wave 22534Caution1419Wave 11723Diagnostic Data

No. of students% of studentsWave 34049Wave 22429Caution1012Wave 1810Diagnostic Data

Like School ComparisonReadingOACSES 2 schoolsWave 328%5%Wave 225%10%

Intervention ActionDiagnostic testing of all incoming year 8 & 9.Differentiated curriculum to cater for individual needs.Wave 3 5 (1-on-1) sessions/week of literacy and numeracy for students with greatest needs.Wave 2 1 x (1-on-1) sessions/week of literacy and numeracy for students with significant needs.Term 4, 2013 further data collection to review the intervention and plan for further action.

Practitioner Research ReportSarah Quinn, School of Education Uni SA MagillInterviewed a number of staff and students regarding the Wave 3 programFeedbackThis [approach] has enabled me to actually as the teacher, focus on those needs and focus on what direction I want them to go with their learning, and what direction [the student] wants to go with their learning. (Staff member)This year has given me an opportunity to really tailor learning programs to what [students] want to learn about. I think that I have gotten far more engagement out of that than in the past. (Staff member)

FeedbackIts not just about learning Literacy and Numeracy, [students] have to be comfortable, and they have to engage with you to learn. Get them to trust you, get them to build a relationship with you, so they will want to have a go. The reason these kids are [struggling], is because they havent had that [support], as well as a whole myriad of issues in their personal lives. To show them that someone cares, a little bit more above and beyond I think is really important. (Staff member)

FeedbackBecause I have one to one classes, and instead of the teacher worrying about everyone else, they only have to worry about me. (Student participant)[Teachers] are always happy and they always want us to learn. (Student participant)

ChangesAs with all Action Based research we are constantly reviewing things.Changes made have been : On line PAT testingWave 3 students now have 3 x 25 min per weekWave 3 students attend mainstream classes

New ProgramsWe are part of a trial using a program called Fast ForwordBeing implemented in the next couple of weeksAlso we are going to be running online Quicksmart Numeracy program when it comes online in JulyConclusionWe have already learnt from the process and instigated some changes based on our Action Research including:extending testing and student support to incorporate all students in Years 1 to 10.valuing socialisation of the student so that Wave 3 learners now attend all their team/class lessons as well as their support lessons.

Your SchoolDoes your school have any intervention programs?How would a wave 3 program look at your site?

ReferencesBoyd, J, 2001, Effective Middle Schooling, Global Learning Communities, Aust

Deakin University, 2001, Literacy an Learning in the Middle Years- Major Report on the Middle Years Literacy Research Project, April 2001, Consultancy and Development Unit, Faculty of Education, Deakin UniversityAvailable at: http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/MYLiteracyFullReport.pdfDECS, 2011, ICAN & Mentoring: Student Engagement Matrix, Government of South Australia

DETE Queensland Government, 2012, Literacy the key to Learning, http://education.qld.gov.au/literacy/

ReferencesHattie, John A.C. (2009), Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement, Routledge, London

Rowe, K, 2006, Effective Teaching Practices for students with and without learning difficulties: Constructivism as a legitimate theory of learning and teaching?, ACERhttp://research.acer.edu.au/cgi/viewcontent.cgi?article=1008&context=learning_processes&sei-redir