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Data Driven Design for Learning. Teaching, Learning and Standards Division June 2008. Session Organisation. 0800 – 0845: Overview and framing the inquiry 0845 – 1000 and 1030 – 1130: Workshops. Changing teacher practice and knowledge. Design Inquiry Questioning Evidence based - PowerPoint PPT Presentation
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DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Data Driven Design for Learning
Teaching, Learning and Standards Division
June 2008
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Session Organisation
0800 – 0845: Overview and framing the inquiry0845 – 1000 and 1030 – 1130: Workshops
Data source Purpose Facilitator
A NTCE Using data to identify priorities and needs at system and school level
Sally Hodgson
B Actual Student Evidence of Learning
Designing for learning from actual evidence – classroom focus
Ellen Herden
C NTCF Reports and MAP Reports
Leading school leaders and teachers to use data to identify priorities and set targets - whole school focus
Linda Dawson
D NTCF Reports – Very Remote Focus
Leading school leaders and teachers to look at data to design for learning – classroom focus
Michelle Massey
E NTCF Reports – Provincial/Remote Focus
Leading school leaders and teachers to look at data to design for learning – classroom focus
Learne Dunne
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Changing teacher practice and knowledge
Ref: Julia Atkin, 2007
Inventive and CreativeDon’t notice success, know it will happen
Deliberate and ConsciousExperimentation
Success by design
Expect success because of design
Explicit By plan or recipe
Make sense of successTacit
By chance
Hit and miss success
DesignInquiry
QuestioningEvidence based
Reflection and Evaluation Rules and Procedures
Prescriptions Steps
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Setting the context
Describing Expert Teachers
1.Knowledge about content
2. Knowledge about learning and learners
3. Knowledge about teaching 4. Pedagogical
content knowledge
School context and
effectiveness factors
System context and
effectiveness factors
Teacher Professional CharacteristicsSources: Hattie 2003, Killen 2006, Hill 2003
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Cueing and retrieving knowledge
Gathering Evidence
Judging and Recording Evidence
Feedback and Reporting
Teaching and Learning
Think of a program, initiative, typical school or teacher support, materials development that you currently are focused on.
Where is the starting point in relation to the columns below? Where does this lead to in relation to the four columns?
What questions are considered in each of these columns?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Comparing existing knowledge with research frames
Gathering Evidence
Judging and Recording Evidence
Feedback and Reporting
Teaching and Learning
How will we know when learners have demonstrated the
learning outcomes?
What do learners already know?
How will we inform the learner and
others of the learners progress?
What do learners already know?
Where do learners need and want to
be?
How best do learners learn?
What resources do we have?
What will constitute the learning
journey?
Who will do what?
The 8 Learning Management Questions (Lynch, 2007)
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Planning for Teaching
Teaching and Learning
What do I want learners to learn?
What will constitute the learning journey?
What are the best contexts for teaching?
What resources will I use?
Programming and Planning
Gathering Evidence Teaching and Learning
How will I know when learners have demonstrated learning outcomes?
Assessment Considerations
Where do learners need and want to be?
Who will do what?
Making Judgments
What do learners already know?
Reporting and Feedback
How will I inform the learners and others of their progress?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Planning for Assessment
Gathering Evidence Teaching and Learning
Gathering Evidence, Making
Judgments, Recording
Reporting
How will I know when learners have
demonstrated learning outcomes?
Assessment Plan
What do I want learners to learn?
Plan linked to given outcomes
What do learners already know?
Implementing assessment tasks
and marking
How will I inform the learners and others of their
progress?
Reporting
What resources will I use?
What will constitute the learning journey?
What are the best contexts for teaching?
Where do learners need and want to be?
Planning and Teaching
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Design for learning using the 8 Learning Management Questions (Lynch, 2007)
Gathering Evidence
Judging and Recording Evidence
Feedback and Reporting
Teaching and Learning
How will we know when learners have demonstrated the
learning outcomes?
What do learners already know?
How will we inform the learner and
others of the learners progress?
What do learners already know?
Where do learners need and want to
be?
How best do learners learn?
What resources do we have?
What will constitute the learning
journey?
Who will do what?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Design for learning using the 8 Learning Management Questions
Learning Management Questions
What? •What do learners already know?
So
What?
•Where do learners need and want to be? •How do learners best learn?
Now What?
•How will we know that learners have achieved the learning outcomes?•What resources do we have at our disposal?•What will constitute the learning journey?•Who will do what? •How will we report progress and achievements?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Design for learning using the 8 Learning Management Questions (Lynch, 2007)
Gathering Evidence
Judging and Recording Evidence
Feedback and Reporting
Teaching and Learning
How will we know when learners have demonstrated the
learning outcomes?
What do learners already
know?
How will we inform the learner and
others of the learners progress?
What do learners already
know?
Where do learners need and want to
be?
How best do learners learn?
What resources do we have?
What will constitute the learning
journey?
Who will do what?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Demographics
School Programs
Student Learning
Perceptions
What impacts on student learning? What are the data requirements?
NTCF Reports (CeTool/BIC)
MAP/NAPLAN reports
Attendance
ELA Schools-LLANS
School perception surveys
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
A system is not the sum of its parts, but rather, the product of the interaction of the parts
Russell Ackoff
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Lines of Inquiry
1. Snapshots of measuresDemographics, Perception, Programs, Student
Learning
2. Measures over time
3. Two or more variables within a measureStudent Learning – NTCF and MAP
4. Two or more variables within a measure over time
5. Intersection of two measuresStudent Learning and Demographics – MAP by student groups
6. Intersection of two measures over time
7.Intersection of three measuresStudent Learning and Demographics and Programs – MAP by indigenous learners in AL program
8. Intersection of three measures over time
9. Intersection of all four measures 10. Intersection of all four measures over time
Accountability
Achievement
Improvement
Progress
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Why use data
Design for learning
Monitoring impact of professional learning
Close the achievement gap
APIF Process– Annual Operational Plans > data analysis to determine
short term goals and targets – School Performance Reports– 4 year Strategic Improvements Plan
Performance Review
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Using data to monitor the impact of teacher learning and development
Professional learning focus
Line of Inquiry What data sources are available?
What other data is needed?
Dimensions of Learning
What is the impact of using evidence based instructional strategies on student achievement in ….?
•Actual Evidence of Learning – pre/post •NTCF Reports – on balance judgments term or biannually
•Student perception•Teacher Level of Use of instructional strategies
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Data to close the achievement gap
Ruth Johnson (2002) Using data to close the achievement gap: How to measure equity in our schools in Holcomb, 2004, Getting Excited About Data
Schools with large populations of low income students and students of color mitigate perceived achievement barriers by:
• Continuous inquiry and monitoring through the use of data
• High goals, standards, expectations and accountability for students and adults
• Well qualified and culturally competent teachers
• Curriculum content and rigour
Timperley, Wilson, Barrar, and Fung, 2007, Teacher Professional Learning and Development
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Design for learning using the 8 Learning Management Questions (Lynch, 2007)
Gathering Evidence
Judging and Recording Evidence
Feedback and Reporting
Teaching and Learning
How will we know when learners have demonstrated the
learning outcomes?
What do learners already know?
How will we inform the learner and
others of the learners progress?
What do learners already know?
Where do learners need and
want to be?
How best do learners learn?
What resources do we have?
What will constitute the learning
journey?
Who will do what?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
How? - Process
AnalysisData Browse
Define expected levels
Analysis Data Delve
Line of Inquiry into data sources
Interpretation and Goal Setting
Plan evidence based action
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Example: Thinking through data analysis flowchart
Define expected levels for this stageor year level of schooling
Define expected levels for this stageor year level of schooling
Look at data for stage/Year level for past three years
(student learning)
Look at data for stage/Year level for past three years
(student learning)
How many students are at, below,or beyond expected
levels?(student learning + demographics)
How many students are at, below,or beyond expected
levels?(student learning + demographics)
Disaggregate data by demographics to understand what groups of students are at, below above expected level?
(student learning + demographics)
Disaggregate data by demographics to understand what groups of students are at, below above expected level?
(student learning + demographics)
What does perception data tell usabout students, teachers
and parents?(perceptions+ demographics)
What does perception data tell usabout students, teachers
and parents?(perceptions+ demographics)
How are we teaching ____ atthis stage/ Year level of schooling?(school processes by demographics)
How are we teaching ____ atthis stage/ Year level of schooling?(school processes by demographics)
How are these data related? How are these data related?
(Bernhardt, 2004:170)
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Defining system expected levels
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Defining system expected levels
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
National Benchmarks for
Reading are within
National Benchmarks for Writing are within:
Yr 3 ESL Level 2/3 ESL Level 2
Yr 5 ESL Level 4/5 ESL Level 3/4
Yr 7 ESL Level 6 ESL Level 5/6
What do National Benchmarks look like for ESL Learners?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Design for learning using the 8 Learning Management Questions (Lynch, 2007)
Gathering Evidence
Judging and Recording Evidence
Feedback and Reporting
Teaching and Learning
How will we know when learners have demonstrated the
learning outcomes?
What do learners already know?
How will we inform the learner and
others of the learners progress?
What do learners already know?
Where do learners need and want to
be?
How do learners best
learn?
What resources do we have?
What will constitute the learning
journey?
Who will do what?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Influences on student learning
.40.30
.15
0
.50
.60
.70
.80
.90
1.0REVERSE
Developmental
Effects
Typical
Teacher
Effects
ZONE OFDESIREDEFFECTS
Using meta-analysis (synthesis) research > impact measured by effect sizes
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Robert Marzano’s 1997 meta-analysis instructional strategies
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
John Hattie’s meta-analysis on what makes a difference to student learning (2003)
0.40 – 0.80 Moderate effect
0.80 +
Large effect
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
A teaching and learning framework based on evidence
1. Learning is enhanced when learning opportunities are tailored to individuals’ current levels of readiness
2. Learning is more effective when it leads to deep understandings of subject matter.
3. Learning is more effective when learners are supported to monitor and take responsibility for their own learning.
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
0.27
0.84
0.42
0.34
0.35
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9
Dimension 5: Ensuring anOrderly & Supportive
Environment
Dimension 4: Promoting &Participating in TeacherLearning & Development
Dimension 3: Planning,Coordinating & EvaluatingTeaching & the Curriculum
Dimension 2: StrategicResourcing
Dimension 1: EstablishingGoals & Expectations
Effect Size
Vivianne Robinson’s meta-analysis on leadership (2007)
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
NT Teaching and Learning Framework
Thinking and Learning Habits
•Thinking on my own
•Thinking together
Positive Attitudes and Perceptions through
•Classroom Tasks
•Classroom Climate
Engaging With and Acquiring
Knowledge•Link to prior learning
•Explicit teaching•Immersion
•Construct meaning and models
Practicing and DeepeningKnowledge
•Organise and store•Shape and Internalise
•Complex reasoning processes•Questioning•Reflecting
•Sustained Dialogue
Using and ConnectingKnowledge Meaningfully
•Complex reasoning processes•Open ended
learning opportunities•Connecting to world beyond
classroom
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Design for learning using the 8 Learning Management Questions (Lynch, 2007)
Gathering Evidence
Judging and Recording Evidence
Feedback and Reporting
Teaching and Learning
How will we know when
learners have demonstrated the learning outcomes?
What do learners already know?
How will we inform the learner and
others of the learners progress?
What do learners already know?
Where do learners need and want to
be?
How best do learners learn?
What resources do we have?
What will constitute the learning
journey?
Who will do what?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Assessment Design PrinciplesMasters and Forster, ARK Developmental Assessment
Assessment Task
Reliability and comparability
How accurately does the collected evidence reflect what the learner
knows and can do?
Curriculum relevance Do the tasks represent all the valued learning you want the students to have undertaken? Do they assess a sample of all
the important aspects of the learning?
Instructional utility
How useful is the method in yielding insights into students
knowledge and conceptual understandings and can be used to guide teaching and learning?
Fairness
Are the tasks constructed, presented and conducted so that all students have an equal chance of demonstrating their
learning against the NTCF?
Do the assessment tasks require specific knowledge or skills which some students may not have, and which have
not been explicitly taught?
Practical Convenience
Is the method and task easily incorporated into classroom activities?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Assessment FOR learning:
occurs when teachers use inferences about student progress to inform
their teaching.
DET Victoria, Assessment Professional LearningModule 5: Making Consistent Judgments
Assessment AS learning:occurs when students reflect on and monitor their progress to inform their future learning goals.
Assessment OF learning:occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards.
How will we know when learners have achieved the learning outcomes?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
What? Lines of Inquiry into data
Have no line of inquiry Have a line of inquiry
Data browse to look for patterns, stand outs
Data Delve to look for specific details
MAP School Comparison Report
NTCF Reports – Year level summary by strand / elements
MAP Student Raw Score Summary
NTCF Report 1.2b – Year level summary by element
MAP Student Grouping Comparison Report
NTCF Reports – A to E or E/S/C spread
MAP Student Achievement Scores
NTCF Report - Graph – compare school terms – Band and ESC
MAP Student Raw Score Summary
Selected samples / students from classroom data
Moderated Samples compared to classroom samples
NTCF Report – Target setting ESL
Moderated samples Student – teacher writing conferences
Line of Inquiry described Solutions to line of inquiry identified, prioritised and planned
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
What? Data Sources English - Writing
Snapshot, English-only
Multilevel Assessment Program (>2007)
NTCF Reports
System, cluster, school moderated evidence of
learning
Teacher and student assessed evidence of learning
Ongoing
Most useful to the system and
school
Least useful to the system
Least useful to the classroom teacher
Most useful to the classroom
teacher
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
What? MAP Reports- Writing
School Comparison Report
•Spread of performance across NTCF levels •Percentages at / above / below expected levels
Data BrowseStudent
Comparison Report
•Which groups area at / above/ below expected levels
Student Achievement Summary
Individual student performance by:•Benchmark level achievement – yes / no•Score•NTCF level Data
Delve Raw Score Summary
(Writing)
Individual student performance by criteria•Score for each criteria•Total score
Patterns across all students in cohort – strengths and gaps
Compare to NTCF Reports at element level
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Example: Primary School A Summary by Criteria
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Gaps•Vocabulary•Cohesion•Punctuation
Criteria ScoreIdeas Yr 3BM = 2
Yr 4 = 3
Vocab Yr 3BM = 3
Yr 4 = 4
Cohesion Yr 3BM = 3 Yr 4 = 4
Punctuation Yr 3BM = 3
Yr 4 = 4
Structure Yr 3BM = 2 Yr 4 = 3
Spelling Yr 3BM = 3 Yr 4 = 4
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
NTCF Data
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Now What? CeTool planning using monitoring data
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Business Intelligence Centre – NTCF and MAP Reports
Data Analysis and Reporting Tool
Log On: nightcliffsch-sec and Password: q1w2e3r4
MAPRET
Log On: nightsch-sec and Password: 371346
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Frequently Used NTCF Reports
Who Report number
How Organised Best used to….
School and Teachers
3.1b
3.2b
3.3b
Graphs
3.1 Distribution Band levels –Element – School or Year level or Class
3.2 Distribution Band + ESC –Element – School or Year level or Class
3.3 Distribution A to E – Element – School or Year level or Class
Overview of multi-levelness/ distribution
Number of learning at/above/below expected level
Teachers 1.2b •At Year Level or Class Level •Element•Band or ESL level – ESC – Student•ESL Level – ESC – Student
At /above/ below expected levels
Progress across NTCF levels
1.1C At class level•Student – Strands and Elements – Band and ESC
Profile each student
9.1C At class level•Student – Strands and Elements – ESL level and ESC
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
If you don’t know where you are going anything you do will get you there
Anonymous in Bernhardt, 2004
So What?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Defining system expected levels
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Defining system expected levels
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
National Benchmarks for Reading are within
National Benchmarks for Writing are within:
Yr 3 ESL Level 2/3 ESL Level 2
Yr 5 ESL Level 4/5 ESL Level 3/4
Yr 7 ESL Level 6 ESL Level 5/6
What do National Benchmarks look like for ESL Learners?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
NT DEET System Expected Levels
Year Levels NTCF Document Current National Literacy and Numeracy Benchmarks
System
Expected Level linked to A to E
Transition KGP Key Growth Point 2 Comprehensive
1 Band 1 Key Growth Point 3 Solid
2 KGP 3 Comprehensive / Band 1 Emerging
3 Band 2 Band 1 Emerging Band 1 Solid
4 Band 1 Comprehensive / Band 2 Emerging
5 Band 3 Band 1 Comprehensive/Band 2 Emerging
Band 2 Solid
6 Band 2 Comprehensive / Band 3 Emerging
7 Band 4 Band 2 Comprehensive / Band 3 Emerging
Band 3 Solid
8 Band 3 Comprehensive/ Band 4 Emerging
9 Band 5 Predicted based on 2007 trial
Band 3 Comprehensive Band 4 Solid
10 Band 4 Comprehensive/ Band 5 Emerging
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
System Expected levels School A - English Writing
Year 5 English Writing
KGP 3 Band 1 Band 2 Band 3 Band 4 Band 5
E S C E S C E S C E S C E S C E S C
ESL Phases and Levels
Phase 1 Phase 2 Phase 3
BL 1
BL 2
BL 3
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Level 7
Level 8
Year 4 English Writing
KGP 3 Band 1 Band 2 Band 3 Band 4 Band 5
E S C E S C E S C E S C E S C E S C
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Describing School Expected Levels
Teacher Informed
System expected
levels
Teacher informed
School Expected
Levels
Learner informed
Actual Student
Evidence Progress and Achievement
Learner informed
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
English Writing: Texts and ContextsTerm 2 and Term 4
1 1
7
1
2 2
0
1
2
3
4
5
6
7
8
KGP3 C 1 E 1 S 1 C 2 E 2 S
Band Evidence (short)
1
2
1
7
4
2
0
1
2
3
4
5
6
7
8
KGP2 S KGP3 E KGP3 S 1 E 1 S 2 E
Band Evidence (short)
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
NTCF 1.2b Report – a Year level picture
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
NTCF Report 1.1C – a classroom and student picture
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
NTCF Report – Student Progress - Compare Terms
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Jhye
Criteria Score
Cohesion Yr 3 BM =3
Yr 4 = 4
Generic
Structure
Yr 3 BM =2
Yr 4 = 3
Punctuation Yr 3 BM =3
Yr 4 = 4
Quality
Ideas
Yr 3 BM =2
Yr 4 = 3
Vocab Yr 3 BM =3
Yr 4 = 4Jonas
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
MAPRET – Progress Monitoring
Jhye
Victoria Jonas
Kiann
Luke
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
MAPRET Progress Over Time
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
What is expected?
NTCF Area of Learning: Year Level:
KGP 3 Band 1 Band 2 Band 3 Band 4 Band 5
E S C E S C E S C E S C E S C E S C
ESL Phases and Levels
Phase 1 Phase 2 Phase 3
BL 1
BL 2
BL 3
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Level 7
Level 8
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
School A: Year 4Setting Year 4 Level targets for improvement in writing
KGP 3 Band 1 Band 2 Band3
E S C E S C E S C E
1 1 8 1 2 2
BL 1 BL 2 BL 3 Level 1 Level 2 Level 3 Level 4 Level 5
2 2 7 14 5 0 2
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Which students are at, above and below expected level?
Above School
Expected Level
At School
Expected Level
Below School Expected
School Level
Significantly Below School
Expected Level
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
SMART Goals
Specific
Measurable
Agreed
Realistic
Time-framed
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
NT Teaching and Learning Framework
Thinking and Learning Habits
•Thinking on my own
•Thinking together
Positive Attitudes and Perceptions through
•Classroom Tasks
•Classroom Climate
Engaging With and Acquiring
Knowledge•Link to prior learning
•Explicit teaching•Immersion
•Construct meaning and models
Practicing and DeepeningKnowledge
•Organise and store•Shape and Internalise
•Complex reasoning processes•Questioning•Reflecting
•Sustained Dialogue
Connecting and UsingKnowledge Meaningfully
•Complex reasoning processes•Open ended
learning opportunities•Connecting to world beyond
classroom
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
NT Teaching and Learning FrameworkFor teachers: How best do learners learn?
Thinking and Learning Habits
•Thinking on my own
•Thinking together
Positive Attitudes and Perceptions through
•Classroom Tasks
•Classroom Climate
Engaging With and Acquiring
Knowledge•Link to prior learning
•Explicit teaching•Immersion
•Construct meaning and models
Practicing and DeepeningKnowledge
•Organise and store•Shape and Internalise
•Complex reasoning processes•Questioning•Reflecting
•Sustained Dialogue
Connecting and UsingKnowledge Meaningfully
•Complex reasoning processes for assessment tasks
•Open ended •Connecting knowledges and
• to world beyond classroom
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Engaging with and acquiring knowledge
Knowing WhatDeclarative Knowledge
Knowing HowProcedural Knowledge
Facts, Vocabulary > Episodes> Time Sequences > Cause and Effect Relationships >
Generalisations / Principles > Concepts
Skills> Complex Reasoning Processes
Thinking and learning habits
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Dimension 2: Acquire and Integrate KnowledgeKnowing What (Declarative Knowledge Patterns)
Event Event Event Event
Topic
Fact
Fact Vocab
Fact
Effect
Episode
person person person
effectcause
Time
Place
Duration
Event Event Event Event
Cause
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Knowing What (Declarative Knowledge Patterns)
Generalisation / Principle
Example
Example
Example Concept
Characteristic
Example
Example
Example
Characteristic
Example
Example
Example
Characteristic
Example
Example
Example
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Declarative Knowledge
Content and
Information
Construct
Meaning
Organise
Store
Procedural Knowledge
Skills and Processes
Construct Model
Shape
Internalise
Dimension 2: Acquiring and Integrating Declarative Knowledge
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Identify patterns in information
Consciously store information in memory
Link new information to prior knowledge.
Construct Meaning
Organise
Store
Dimension 2: Acquiring and Integrating Procedural Knowledge
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Procedural Knowledge
Shape
Construct Model
Internalise
Steps
Feedback
Practice
1. Select items to compare. 2. Select characteristics to
base your comparison 3. Explain how the items are
similar and different.
Timely
Specific
Based on Criteria
Massed
Distributive
Focused
Example: Model for Comparison
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Eight Complex Reasoning Processes
Comparing
Abstracting
Classifying
Inductive Reasoning
Constructing Support
Deductive Reasoning
Analysing Perspectives
Analysing Errors
Deepening and practicing knowledge
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Connecting and using knowledge meaningfully
• Decision Making: Generating and applying criteria to select from among seemingly equal alternates
• Problem Solving: Overcoming constraints or limiting conditions that are in the way of pursuing goals
• Creating: Developing unique products or processes that fulfill perceived needs
• Experimental Inquiry: Generating and testing explanation of observed phenomena
• Investigation: Identifying and resolving issues about which there are confusions or contradictions
• Systems Analysis: Analyzing the parts of a system and the manner in which they interact.
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Phase I: Develop a model or language of gathering and using data (assessment) and instruction.
Ensuring Effective Assessment and Instructional Practices (Marzano, 2007)
Phase IV: Monitor the effectiveness of individual teacher’s instructional and assessment practices as a form of teacher feedback.
Phase III: Establish a systematic way for teachers to observe expert teachers and each other using the model of assessment and instruction.
Phase II: Develop a systematic way for teachers to interact about assessment and instruction using the model.
Readiness: Systematically explore and examine assessment instructional strategies.