RPI Day #2

 Knowing Our Learners As Readers

Day #2

To start - We had a sharing session about our mahi kāika and how things have been going over the last few weeks. 

My to do: Meet with my mentor, complete homework tasks from Day #1. Do ground rules for talk. Add links to the Mahi Tracker. 

Dorothy Burt's Kōrero: Wider Picture of Manaiakalani

The RPI is grounded within the wider picture of Manaiakalani. This has come as a response from principals, wanting learning for teachers. 

One of Dorothy's memorable teachers was one who allowed students to choose books for their National Library class collections. 

Knowing our learners is not a new concept. 

Literacy Cycles - 

Teachers looked at how many opportunities students had to read. Multiple opportunities to read through each part of Learn, Create, Share. (Have a look at Kōrero Pt England podcasts).

Good idea: Students do reviews of New Zealand books with one student being the podcast DJ. 

Shows literacy inclusion throughout the learning process.

share.manaiakalni.org Recommended for students to access as part of their reading learning. Very important part of a reading task board or tumble. The more students read of other student learning, the more achievement and progress.

Chalk and Talk - Assessment 101

Whatever type of assessment we use, we need to actually use it or it's a waste of time. Planning for ambitious outcomes.

WHY?

Anything over .4 is exceptional. All of these, have a significant impact on reading achievement results. 

Formative assessment feeds directly into our teaching and learning. Summative is beginning, mid and end of year for tracking progress. Standardised so gives us a good indicator of how we are doing as teachers.

BreakOut Activity

We shared about what types of assessment we use for Reading. What do we do and how do we use it?

Two main documents: New Zealand Curriculum and The Literacy Learning Progressions.

If the things on the left are being done, the things on the right will happen. 

The Teacher Work Book: Don't freak out!!! Today we are focusing on the first tab.
Thoughts: Hero can track really well if it is being used to its full capability. 
PAT Next Steps: Populate Google Sheet with this information. 

My Workbook -

Task: Treasure Hunt of a Workbook -

1) Reading age 9 - 10 years
2) 11/24 are below
3) Damon is working at Level 2
4) Novels and chapter books - Got this wrong.
5) talk about the purpose of the text (entertain, persuade, inform).
6) - Infer meaning from punctuation (e.g. exclamation); - inferring meaning from personification;

Tracking Reader Profiles

Knowing our learners as readers.

We went through how to copy and paste results from the learner survey to our workbooks.

For me, complete the reader profile survey, but in the meantime, use data from Mel's survey that she has shared. Choose a student selected text to read by myself.

We looked at how to sort survey questions to help gather information.

My Group to Focus On:

Common Personal Reading Goal: 'Read bigger and longer words'. 

One Book: Goosebumps

A cool tip for Google Sheets is how add drop down boxes in columns, which will be good for grouping kids. I like it.

Book Share: Porangi Boy by Shilo King

Good to have a mirror book which is where they see themselves reflected. 

Discuss survey findings with learners, particularly the part about reading for enjoyment.

Reading Challenges Task Boards. Giving options and choices.

Using Our PAT Data:

We can pull all of our data into our workbook. Use scale score as stanines don't show you shift. 

Ambitious learning outcomes for students.

Look at Ed Potential data. Grey line is the norm. Black is average.

Use Item Report to identify gaps. 

I identified that Retrieval is a gap.

Check out the teacher workbook. This is an example of an individual report from my class.

This is so cool and great to how different functions work and how to interpret. It is important to share the information with ākonga. With students, what derailed us and what skills did we need to see success and understanding?

Task Boards:

The boxes in red identify the activities that support the learning outcomes. The response to Text piece is an independent task and shows evidence of meeting the learning outcomes. 

To Check Out: ARBS

User name - arb

Password - guide

I think my life has just changed although I need to look at how to share with students and ensure that I get results. First step would be to set up a teacher account.

Developing Assessment Capable Learners Using Learning Intentions and Success Criteria

Have a look at Assessment Online TKI

WALT - We are learning to.

WALHT - We are learning how to.

LO - Learning outcome.

Stick to one of these as it doesn't really matter which one.

You can use the learning progressions, and adjust them in your workbook. Hero also has this function.

Don't write learning intentions like this...

They are too broad.

Coming back to this. 

Ensure that the success criteria relates to the learning intentions. The learning task board also contains the learning intentions and success criteria. 

Activity - Organise statements into the right category. 

Ask students what they learned. Over time, students become part of the creation of success criteria. 

Task: Add learning intentions to group planning page. 

Pulling it All Together

Assessment 101

Keeping track of learning

Assessment tools

Learning intentions and success criteria

Start what is manageable. Repetition embeds learning.

If students are adding links to the hand in sheet, get them to use their initials. Rows can be assigned and locked to one learner so ākonga can't edit anybody else's. Good tip for protecting sheets.

My Reflection of Today

Today I made my notes directly onto my blog instead of a doc. I saved it as I went along. I just found this easier than last time when I recorded notes onto a doc. 

Pinning the agenda helped me keep track of all of the slides.

I like the task board and will add a template to the current slides that I use for my groups. 

I am pretty glad that I have seen and started using the workbook, even though I haven't used it to its full capability. I think if it was completely new to me, I may have felt quite lost.

Some of the data that is currently in my workbook came from Mel's survey. I need to decided if it's a good idea to conduct the survey again with my learners. 

Looking at the PAT data and what NZCER Assist has within its platform, was fantastic. I didn't realise that the scale score showed movement so that's something new that I will start focusing on, rather than the stanine, which is what I have been focused on. 

I was also very interested in ARBS as I haven't used this before. I am quite keen to try this with one of my groups to see how it goes and what information I can gather. I really liked how the texts were available through this site.

Now what?

I need to set up a meeting with Jayne, my mentor.

Explore ARBS.

Look at the PAT data and identify areas of need. 

Update data in my workbook.

Explore and experiment with the taskboards.

Add links to the mahi tracker.