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© P D S T 2 0 1 4 www.pdst.ie
Improving Literacy through SSE Day 2
Caoimhe Mclaughlin Mairéad Hennessy Conall Ó Breacháin
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Overview of Seminar Session 1 9.30 – 11.00
• School reflec*on on school improvement experiences • Exploring target se6ng • Implemen*ng school improvement in literacy
11.00 – 11.15 Coffee Session 2 11.15 – 12.45
• Implemen*ng school improvement in literacy
1.00 – 1.45 Lunch
Session 3 1.45 – 3.30
• Monitoring school improvement in literacy • Moving forward
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Overview of Day 3
• Exploring the school improvement process through other aspects of literacy
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Day 2 ObjecEves
Use the school self evalua*on process; • to facilitate reflec*on on individual school improvement experiences
• to provide par*cipants with an opportunity to share school improvement prac*ce
• to highlight the importance of implemen*ng and monitoring the school improvement plan
• to promote best prac*ce in the teaching and learning of wri*ng
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Step 6 implement and monitor requires
considerable effort and *me
School self-‐evalua*on focuses on improving classroom teaching and
learning
Formal and informal monitoring of progress is an essen*al element
of school self-‐evalua*on
Key Messages
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Gather the evidence
Analyse the evidence
Draw conclusions
Write school self-‐evalua*on report
Devise school improvement plan
Implement and monitor improvement plan
The 6 step process
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ReflecEon
• Individual Schools: Progress since Seminar Day 1 in your own school
• Group: Sharing of prac*ce since Seminar Day 1
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• Ensure targets are SMART
• Avoid confusing ac*ons with targets
• Targets usually relate to Learner Outcomes
• Ac*ons usually relate to learning experiences and teachers’ prac*ce
Target SeKng
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AcEvity
Targets are measures or indicators of what an individual school wants to achieve in terms of school improvement
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Exploring the School Improvement Process
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Exploring the School Improvement Process
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ImplementaEon
Area of focus:
WriEng
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Spelling
Free Wri*ng
Vocabulary
Handwri*ng
Punctua*on
Grammar
Develop Listening
& Speaking Skills
Teach a Variety of Spoken Texts Teach and
Extend Vocabulary
and Conceptual Knowledge
Promote Auditory Memory
Create a Language Learning Environment
Genre (WriVen Text
Types)
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Spelling
Free Wri*ng
Vocabulary
Handwri*ng
Punctua*on
Grammar
Genre (WriVen Text Types)
Narra*ve Recount Report
Persuasive Explana*on Procedure Poetry
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Spelling
Free Wri*ng
Vocabulary
Handwri*ng
Punctua*on
Grammar
Report WriEng
Animals
Books People
Countries
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Teaching the WriEng Genre
PresentaEon to audience
Independent WriEng
Guided WriEng
Shared WriEng
Modelled WriEng
Topic preparaEon
Discover the framework and Language Features
FamiliarisaEon with the genre
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FamiliarisaEon • Cross curricular reading
• Listening to oral reports • Watching video excerpts of reports hYp://school.eb.co.uk/ hYp://www.neok12.com/
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1. Examine the piece of report wri*ng
2. Iden*fy the structure of the genre and label each sec*on
3. Iden*fy elements of:
– grammar (verbs in con*nuous present tense)
– vocabulary (descrip*ve words)
Discover the framework and language features
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In preparing for a report for example, we might; • Use a KWL • Brainstorm the topic • Oral repor*ng • Research the topic
-‐ books -‐ internet -‐ videos
• Create word banks related to the topic
Topic PreparaEon
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Modelled WriEng Modelled Wri*ng is a strategy for teaching a range of forms, conven*ons and procedures of wri*ng
It involves the writer ‘thinking aloud’ as s/he writes for an audience
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Shared WriEng Teacher has the pen. Teacher con*nues to ‘think aloud’, but consults the children for ideas
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Guided WriEng
• Children write, teacher scaffolds
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Independent WriEng
• Children plan and write their own text • They may consult a partner or the group and/or the teacher at the planning stage
• They write a first drad (framework) and proof read and check it with partner
• Final drad is wriYen for an audience
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PresentaEon to an Audience Each piece of wri>ng should have an intended
audience!
author’s chair
visitor
publish on website
display
class/teacher/ principal
family/ friends
community organisaEons
self
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How do we teach it?
In Summary
What do we teach?
Spelling
Free Wri*ng
Vocabulary
Handwri*ng
Punctua*on
Grammar
Genre (WriVen Text
Types)
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© P D S T 2 0 1 4
Exploring the School Improvement Process
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ImplementaEon
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Why do we monitor? What do we monitor?
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AcEvity Consider monitoring in rela*on to the ac*on plan that you have been working on. Think about; • Prac*cal ways that you can monitor the contents of your plan
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Schools should decide: • What will we monitor? • Who is responsible? • How will progress be determined and reported?
• When and to whom progress will be reported?
• If targets and ac*ons are realis*c or need to be changed?
SSE Guidelines, p.10
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Recap
Use the school self evalua*on process; • to facilitate reflec*on on individual school improvement experiences
• to provide par*cipants with an opportunity to share school improvement prac*ce
• to highlight the importance of implemen*ng and monitoring the school improvement plan
• to promote best prac*ce in the teaching and learning of wri*ng
www.pdst.ie
© P D S T 2 0 1 4
Where to next?
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• Consider possibili*es for implemen*ng ac*ons
• Consider possibili*es for monitoring ac*ons – formal and informal
• Consider possibili*es for monitoring progress
• Consider the *meline in your school improvement plan
• Other?
Moving forward…
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School-‐Self EvaluaEon
Teaching & Learning Framework; 6 Step SSE Process; gathering, colla*ng & analysing relevant data; implemen*ng the SIP for literacy, numeracy and any other area of teaching & learning.
Health and Wellbeing Ø SPHE including Child Protec*on and Stay Safe Ø Rela*onships and Sexuality Educa*on (RSE) Ø Ac*ve Learning Methodologies Ø An* Bullying-‐Procedures and Policy, Awareness
Raising, Interven*on, Preven*on and Interven*on Strategies
Ø PE Ø Wellbeing for teachers
PDST Websites
Ø www.pdst.ie Ø pdsYechnologyineduca*on.ie Ø scoilnet.ie (portal for resources) Ø teachercpd.ie (on-‐line courses)
Overview of PDST Primary Supports for Leading Learning in the 21st Century
www.pdst.ie/schoolsupport
Models of support:in-‐school support (in-‐class modeling, mee>ng principal/groups of teachers, Croke Park hrs), seminars, workshops, clusters
Literacy SSE & strategies for improving
oral language, wri*ng, reading and the use of broadcast /digital media.
Numeracy
SSE & strategies for improving numeracy. Suppor*ng the
development of Mathema*cal thinking.
Gaeilge
Tacaíocht chun Curaclam na Gaeilge a chur i bhfeidhm i Scoileanna T1&T2,
Féinmheastóireacht Scoile, chomh maith le tacaíocht lán Ghaeilge a sholáthar do Ghaelscoileanna agus scoileanna sa
Ghaeltacht.
IntegraEng ICT -‐ Primary Ø AcEve Learning Methodologies-‐ Key methodologies of the primary curriculum through the effec*ve use of ICT. Ø Literacy & Numeracy – Crea*ng, developing and using ICT to create teaching resources in all areas of primary literacy and numeracy. Ø SSE – Online tools for gathering, colla*ng & analysing relevant data. Ø eAssessment & ePoraolios – Assessment of / for learning with ICT. Ø ePlanning & CollaboraEon – Google Apps for Educa*on. Ø Tablet Technology IntegraEon – Pedagogy, Curriculum & SEN Ø Virtual Learning Environments (VLEs) – Google Classroom, Edmodo
PDST Leadership Programmes
Misneach.....New Principals Tánaiste.......New Deputy Principals Tóraíocht.....Aspiring Leaders accredited by Maynooth University Forbairt .......Experienced Principals & ALNs Spreagadh...NAPD & PDST collabora*on
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The PDST is funded by the Teacher EducaEon SecEon (TES) of the Department of EducaEon and Skills (DES) and is managed
by Dublin West EducaEon Centre
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This work is made available under the terms of the Crea*ve Commons AYribu*on Share Alike 3.0 Licence hYp://crea*vecommons.org/licenses/by-‐sa/3.0/ie/ . You may use and re-‐use this material (not including images and logos) free of charge in any format or medium, under the terms of the Crea*ve Commons AYribu*on Share Alike Licence. Please cite as: PDST, PowerPoint Presenta5on Title, 2014
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