For day 2 of RPI we were focusing on "know your learners as readers". We first reflected on our homework from our first session in our break out groups. I found this incredibly helpful as we were able to discuss what we were proud of, what we found challenging and what we needed more support with.
How do we use data to inform our teaching?
Assessment 101
Evaluating the impact on learning has the highest effect size. The effect size under 0.4 makes an effect but isn't huge on learning. Any effect size over 0.7 is considered a high effect size and you can guarantee there will be a shift using that characteristic. This table just shows how important assessment is when it comes to progressing our learners.
A range of both informal and formal assessment data should be used to make judgements of students' progress and achievement. It is so important to not rely on just one assessment type. We need to use a range to get a more accurate result. Just like everyone, students have bad days.
Formative vs Summative :
"If formative assessment measures how a student is learning during a course of study, summative assessment is designed to measure “how much” a student has learned after a unit or course has reached its completion." Definition sourced from HMH
We use a multitude of ways to track data. A teacher Workbook allows for the teacher to see where each learner is at in all forms of assessment. A teacher workbook also allows for a reflection of each child and general observations. It is a great place to see what your next steps should be for each individual learners and groups.
NZCER Assist has a wide variety of ways to view data. You can access the individual reports and class data in comparison with the average in a range of ways. This makes it easy to see the 'gaps' and 'strengths' as a whole.
Using the data to inform teaching while still engaging them in lessons helps learners improve their skills while maintaining concentration on the task at hand. An example of this would be below. The Reading profile was used to find a text that interests the learners and in this case a "scary story" was something the learners wanted to read more of. The activities are based around the learners' gaps from the PAT data.
We always start with an achievement objective and from there split it into small achievable learning intentions.
When we use learning intentions we want to make them both specific and generic so they can be used in multiple learning areas. Our learning intentions need to be understandable by our learners, so using wording they understand is essential.
The success criteria describes how students with go about achieving a learning intention. It is a list of things needed to show they have achieved the learning intention. Co-constructing success criteria helps learners take charge of their own learning and allows them to have buy in. We do need to make sure we give a range of exemplars to help learners co-construct their success criteria. We need to gradually release the responsibility of success criteria to teach our learners to co-construct them.
Below is a task we did by placing the boxes in the LI, LO or SC columns. Here is how I did my activity and the answers I got.
Reflection:
I found this session incredibly helpful. There was a lot of research provided to show the effects that data has on informing teaching. I thoroughly enjoyed the session and will be adding a few new aspects to my teaching such as keeping informal data notes on learners and their progress during group sessions. As well as ensuring I use their reader profile to gauge their interest more when selecting texts and text types.
I am also going to try and use a task board to see how well it goes with my select group of learners. This will have a range of activities to do before our guided session and introduce them to the book we will be having an extended discussion about while bringing more of a multi modal aspect to it.
Kia ora Daf
ReplyDeleteIt was great to connect with you at the Writing Moderation! I have also really enjoyed reading your reflections and takeaways from Day 2 of the RPI: Know Your Learners as Readers. I like that you found the homework session in breakouts gave you the chance to talk about what you are proud of and to share with your close group, areas that were more challenging. As the RPI progresses I hope these sessions will provide more opportunities for shared input and collaboration.
This day was probably one of the more demanding of the Agenda, but you seem to have digested all the key concepts really well and have made positive plans for implementation. I especially like that you have connected those important dots of integrating next steps into the learning design (e.g. from assessment to task board design) and for targeted ambitious outcomes. You are right in pointing out it is the way that we make this visible for learners, through the learning intentions, that has the power to support learners’ understanding and cooperation in achieving ambitious learning goals.
I really look forward to hearing how your practice implementation goes and ways you collaborate in your teaching team (and with the amazing Robyn Anderson); especially on ways you might integrate your assessment insights into the task board design. I am looking forward to reviewing the different designs across the RPI cohort so we can also glean ideas from one another.
Thinking about Day 1 and Day 2 it's also important to think about how we keep the heat on Reading for Enjoyment (like the Reading Challenges) so learners start to take more responsibility (and management) for reading beyond the classroom. In this way, we are all working smarter, not harder, and learners are acquiring life-long reading habits, not only for the enjoyment of reading itself, but to grow their all important background knowledge of the world that comes from literature and texts.
Say a big “hello” to Robyn for me ;)
Nga mihi
Naomi R.
Literacy Facilitator - Manaiakalani Reading Practice Intensive
Hey Daf,
ReplyDeleteThanks heaps for this detailed reflection on Day 2. I really liked reading about the bits you gleaned from each session, particularly about using formative assessment techniques like keeping informal notes on each learner so you can use them to create next steps. It's such an easy (if we remember) way of gathering data to inform teaching and to track patterns.
Looking forward to seeing your task board next week!