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Improving Literacy through SSE Day 2
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Overview of Seminar Session 1 9.15 – 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
12.45 – 1.30 Lunch Session 3 1.30 – 3.15
• Monitoring school improvement in literacy • Moving forward
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Further SSE Support
• Forma*ve Assessment through SSE –Seminar in Term 3
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Day 2 ObjecEves
• To facilitate reflec*on on individual school improvement experiences
• To provide par*cipants with an opportunity to share school improvement prac*ce
• To explore the school improvement process with an emphasis on implemen*ng and monitoring
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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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• Be realis*c. Priori*se targets that you can really work on rather than too many that will be impossible to implement and monitor.
• Targets should be informed by areas for development iden*fied from making judgments based on analysed evidence.
• Ensure targets are SMART. A target is achievable and realis*c only when you can say how it’s going to be achieved (ac*on) in your school, for your students
• Avoid confusing ac*ons with targets. • Targets usually relate to Learner Outcomes. • Ac*ons 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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Improving Literacy through the SSE Process: A Focus on WriEng
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Key Messages
• The purpose for wri*ng needs to be authen*c
• The types of wri*ng we want students to do in our class should be explicitly taught, according to the wri*ng demands of our subject
• Real wri*ng tasks are those which involve the students thinking and making meaning for themselves
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Oral Language
Wri*ng Reading
Literacy in a Broad Sense
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• Good wri*ng skills enhance cri*cal thinking and higher order ques*oning skills
• Wri*ng creates a par*cular understanding of topic content and key terminology
• Wri*ng helps us to sustain and order thought, clarifying ideas
• Students need vocabulary, expression and organisa*onal control to cope with the cogni*ve demands of their subjects
• Good literacy raises aZainment in all subjects
Good WriEng Skills Improve all Subject Skills
Comments from Chief Examiners’ Reports 2012 -‐ 2013
Biology: There is evidence in the answering of many candidates of shallow, uncri*cal learning
Art: Candidates should avoid the use of schema*c or stock answers in the wriZen examina*on in favour of developing good understanding and a personal response supported by evidence
ConstrucEon Studies: Make sure, par*cularly at Higher Level, that the higher-‐order conceptual skills of analysis, design, synthesis and evalua*on are expressed in the folio
Geography: Encourage students to develop their responses beyond simple statements through explana*ons, descrip*ons and the use of examples
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“The idea is not that content-‐area teachers should become reading and wri*ng teachers, but rather that they should emphasize the reading and wri*ng prac*ces that are specific to their subjects, so students are encouraged to read and write like historians, scien*sts, mathema*cians, and other subject-‐area experts.” (Biancarosa & Snow, 2004)
Can you read and write like a (historian)?
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“The unique roles of teachers of the language arts, English and EAL are clear. What also needs to be clarified is the responsibility of all other staff to
support the students as they journey from subject to subject trying to build their independent wri*ng capacity”
(Jacobs, 2006)
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What are the wri*ng demands of my subject?
Think – Pair – Share
Recount Persuasive
Procedure NarraEve
Report
WriEng for Different Purposes
A Visit to the Farm
There once was a… Recipe / InvesEgate/
InstrucEons
Homework should be banned
Third Year Woodwork Project
Audience + Purpose = Genre/Text Form
ExplanaEon How a volcano erupts
WriEng to Socialise Leder of invitaEon
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• The quality of our students' wri*ng will improve only when we regularly discuss, create, and share success criteria with them
• Learning to write well involves learning to choose which details should be included based on which ones will enhance readers’ experience and convey writer’s inten*on (Olness, 2005)
WriEng Quality
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“Simply correc*ng the spelling of a poor piece of wri*ng results in a correctly spelled poor piece of wri*ng – the piece of wri*ng itself is not substan*ally improved.”
(Gibbons, 2002)
Plan
Translate Draf
Review
Revise Evaluate
Publish/ Present
The Process of WriEng
Building Knowledge of the Topic
Modelling the Text Type
Joint ConstrucEon
Independent WriEng
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Stage One: Building Knowledge of the Topic
The aim here is to build up background knowledge so focus is primarily on content and the academic language required for the task This stage involves the processes of planning and transla*ng, involving strategies that use speaking, listening, reading, research, note taking skills, brainstorming, ac*va*on of prior knowledge, etc.
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If students organise the content of their wri*ng before they begin, it can inform their thinking and improve the quality and coherence of their wriZen outcomes ( DfES: Literacy in History, 2004)
Organising WriEng
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This stage aims to build up students’ understanding of the purpose, overall structure and language features of the par*cular text being focused on through model texts.
Stage Two: Modelling the Text
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What Can Be Modelled?
• What to write • How to start • How to revise and edit • How to choose relevant informa*on • How to present informa*on and ideas • Use of word banks, wall charts etc. • How to experiment with wri*ng • How to write a new form of text
Plan
Translate Draf
Review
Revise Evaluate
Publish/ Present
The Process of WriEng
Building Knowledge of the Topic
Modelling the Text Type
Joint ConstrucEon
Independent WriEng
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• Students give sugges*ons / contribute ideas while the teacher scribes, and together the teacher and students discuss how the wri*ng can be improved
• Teacher and students discuss the structure, more appropriate vocabulary, consider alterna*ve ways of wording and focus on language accuracy
“The joint construc*on stage is teacher-‐guided, it should not be seen as teacher dominated” (Pauline Gibbons)
Stage Three: Joint ConstrucEon
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• Students write their own texts, individually or in pairs
• As students write, remind them about the process of wri*ng, first draj, self-‐edi*ng, feedback, redrajing, final text
• Students write a first draj and proof read / check it with their partner
• Final draj is wriZen for an audience (publish / present)
Stage Four: Independent wriEng
I do, you watch
You do, I help
I do, you help You do, I watch
Gradual Release of Responsibility Model
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DemonstraEng the Scaffolding Approach to WriEng
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The Writer’s Toolkit • Graphic Organisers
– KWL Charts – Wri*ng Frames
• Wri*ng Checklists • Bloom’s Taxonomy / Prompt Ques*ons • Keywords • Seman*c Mapping • Dic*onary / Thesaurus • Digital tools: Padlet, iNote, etc.
Plan
Translate Draf
Review
Revise Evaluate
Publish/ Present
The Process of WriEng
Building Knowledge of the Topic
Modelling the Text Type
Joint ConstrucEon
Independent WriEng
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Key QuesEons for Classroom AcEviEes
• Do methodologies support acEve learning?
• Are opportuni*es created for students to work collaboraEvely?
• Are all students receiving appropriate levels of challenge?
• Are students moEvated to work independently?
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‘Keeping the ConversaEons Going’: A School’s Experience
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Exploring the School Improvement Process
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Exploring the School Improvement Process
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Why Monitor?
What do we monitor?
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What is the Impact?
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Schools should decide: • What will be monitored? • 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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ImplementaEon Dip
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Sustaining SSE within School Life: A School’s Experience
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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 • Disseminate some readings from EBSCO • 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.
Assessment for Learning (AfL) Learning outcomes/context of learning/success criteria; effec*ve feedback; ques*oning; Bloom’s Taxonomy and self & peer-‐assessment strategies e.g. rubrics.
IntegraEng ICT Ø eAssessments & ePorjolios – Mahara, Google Apps for Educa*on... Ø ePlanning & CollaboraEon – Google Apps for Educa*on..... Ø Tablet Technology IntegraEon – Effec*ve use, pedagogy...... Ø Virtual Learning Environments (VLEs) – Google Classroom, Edmodo Ø SSE – On-‐line tools for gathering, colla*ng & analysing relevant data Visual -‐ Visualisers, Animoto, Wordle, Tagxedo, Photo-‐story.... Auditory – Audacity, Vocaroo, Audioboo...... Reading comprehension – Freerice, Studystack, Quizlet...... Kinaesthe*c – Tarzia, Cube Creator......
Subjects /Programmes & Generic Support Ø Health & Wellbeing – PE, SPHE, mental health, an*-‐bullying and promo*ng the welfare & protec*on of students Ø Junior & Leaving Cer*ficate subject support & planning Ø JCSP, TY, LCA & LCVP programme support Ø School planning (policies) Ø Co-‐opera*ve learning Ø ICT for teaching & learning Ø Differen*a*on/mixed ability teaching
PDST Websites
Ø www.pdst.ie Ø pdsZechnologyineduca*on.ie Ø scoilnet.ie (portal for resources) Ø teachercpd.ie (on-‐line courses)
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
Overview of PDST Post-‐Primary Supports for Leading Learning in the 21st Century
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Models of support: whole staff days (circular 002/2014), Croke Park hours, subject departments/groups of teachers/co-‐ordinators (circular 0043/2014) It is essenIal to fill out the on-‐line applicaIon form @ www.pdst/schoolsupport in order for your applicaIon to be considered
Numeracy SSE & strategies for implemen*ng problem solving, es*ma*on, a common approach to maths language and a numeracy rich environment across the curriculum.
Literacy SSE & strategies for improving oral language, wri*ng, reading comprehension, and the use of broadcast /digital media across the curriculum.
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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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