Transcript Slide 1

Session 2
Monitoring Students’ Writing
Aims
• To introduce the concept of
developmental learning and assessment
• To explore a range of (writing) progress
maps in order to identify their purposes,
similarities and differences
• To identify ways in which they can be
used at the individual student,
classroom and/or whole school level
Page 27
Activity Worksheets
• Developing Adult Relationships
• Developing Pigeon Hole Management Skills
• Early Development Continuum
Developmental learning
•All individuals follow a unique pattern of growth
•Their progress is not age related
•Developmental milestones can be observed and
recorded
•Generalisations can be drawn from these
patterns
•Appropriate support assists developmental
learning
Page 29
•Writing is not a natural process.
Students have to be taught how.
•Students typically go through stages as they
learn to write
•Their progress is shaped by what happens in
the social context of their learning environment
•Stages of learning can be recorded as a
continuum of development, a sequence of
learning outcomes, or a progress map
•The stages are usually expressed as a
combination of descriptions of student
learning, with work samples
Page 30
5
Activity
• Reconstruct the Writing
Developmental
Continuum
Role play
Role play
Experimental
Experimental
I went to see a crane at school.
Experimental
cave
could
elephant
Experimental
Early
Transitional
Conventional
Proficient
Accomplished
Another interesting feature of The Handmaid’s Tale is that throughout the novel
Offred’s real name is never actually revealed. Offred is now labeled according to
the Commander she is with. This signifies the womens loss of identity. It
however is important to note that although the reader never knows Offred’s
real name Offred remembers it and is comforted by the reminder of who she
really is.
“I keep the knowledge of this name like something hidden, some treasure I’ll
come back to dig up… This name has an aura hidden around it, like an amulet,
some charm that’s survived from an imaginably distant past… the name floats
there behind my eyes, not quite within reach, shinning in the dark.”
In the time of Gilead it seems the knowledge of her name is the only thing
Offred could call her own. By keeping it safe and hidden the reader sees Offred’s
struggle to hold onto the one thing that is left of herself. This selection of detail
by Atwood reminds the reader how Offred and the Gilead society are defined
and controlled by others.
Summary
PHASES
DESCRIPTIONS
Role Play
Not included for middle years
Experimental
Knows some letters and the sounds associated. Writes 1,or 2,
or 3 letters to represent a word. Uses the most obvious sound
when they say the word. Writes as they would speak.
Early
Writes a simple text. Most words are phonetic. Does have a
bank of known words. Has a sense of an audience so they will
put in things like “yesterday, then we, a boy named Tim” to try
and orientate the reader.
Transitional
Has a large bank of words which are spelt correctly. Writing
can look quite lengthy and well structured. MAJOR thing here
is that they can group sentences and have a sense of
paragraphing but does not use all the conventions of
paragraphing.
Conventional
Concept shift is that they have paragraphing under control.
Proficient
Very proficient writing with some sophistication. Has control
over conventions and write a wide range of text. Quite
sophisticated writing and has a sense of satisfaction when
reading it
Accomplished Extremely sophisticated writing across ALL genre. Most people
do not reach this standard of writing.
Teachers have a crucial role in providing:
• a supportive context for writing
• explicit teaching
• appropriate learning activities
• opportunities to practise writing
• appropriate support
• successful experiences
• encouraging feedback
The learning, teaching and assessment cycle
The following diagram outlines the teacher’s role in the teaching, learning and assessment process.
IDENTIFYING
Where are they now, with regards to their literacy
skills and learning outcomes?
What do they know?
What can they do?
Assess / identify and plot on progress map.
REFLECTING
Teaching
 How effective were the things I
put in place?
- Reflect
- Evaluate
PLANNING & SUPPORTING
 What do I now need to do to help
them make further progress?
Consider:
- Development Levels
- Explicit Teaching
- Prior Knowledge
- Meaningful Tasks
- Scaffolding Strategies
- Learning Styles
- Relevant Resources
- Individual or small group work
Learning
 What did they learn?
 Did they make progress?
- Reflect
- Evaluate
within the learning program
MONITORING ONGOING PROGRESS
 How are they going?
-
-
Ongoing observation and monitoring of
progress
Formulate and summarise processes
Collect data
Plot progress on a progress map
Change what is not working
Developmental assessment
Is an integral part of the learning and
teaching process
Identifies a student’s current position in
relation to the stages of a progress map
Can also identify behaviours across a
range of levels
Informs the planning of further learning
opportunities
Comparing progress maps
What is the purpose of each of the two
progress maps ?
How are they similar?
How are they different?
How could you use these progress maps
in the classroom to improve student
learning?
Similarities
First Steps and SACSA Outcome Statements
Provide a framework against which student writing can be
located
Identify what a student can do and what he/she must do next in
order to improve
Use descriptions and work samples to support teacher
judgements
Can be used to provide a combination of diagnostic and
summative judgements
Are focused on developmental learning, not age or grade
related performance.
Rely on and value teachers’ professional judgements about
student performance
Differences
First Steps
SACSA Outcome Statements
fine-grained descriptions,
intended for diagnostic
purposes
global descriptions, intended
for summative judgements
specific advice on teaching
focus on learning, with
implications for teaching
separate continuum for
spelling
spelling included, as a
strategy for writing
phases determined by key
developmental changes in
student learning
levels determined by roughly
equal points (or milestones or
markers) - along a continuum
Focus question
Why does only one of the
progress maps focus on
spelling?
Closed tasks
•A closed task is one that requires a
specific response.
•These tasks are based on the
assumption that there is a right and
wrong response.
•They do not accommodate a range of
ability levels, nor do they foster
divergent thinking.
Open-ended tasks
Open ended tasks can be answered in a
variety of ways. They can be aligned to a
specific learning area, or integrated across
different learning areas.
They allow students to:
• engage with the task
• use different learning styles
• take risks
• enter at different entry points, and
achieve at different levels.
Why use open ended tasks?
For the student:
• they provide opportunity for students to make their
own decisions
• they allow for exploration of concepts in a purposeful
situation
• they encourage risk taking because there is no one
right way to perform it
• they invite students to represent and record the world
in their own way
• they encourage students to talk about what they are
doing
• they encourage students to reflect on their own work.
Why use open ended tasks?
For the teacher:
• they provide information about what
students can and can’t do
• they cater for a variety of levels
• they provide direction for planning.
Characteristics
Open ended tasks….
•
have boundaries in their content,
processes, or products
•
are teacher dependent
•
involve risk taking
•
are acts of negotiation
•
require flexible time periods
•
reveal patterns of students’ abilities,
interests, and preferences.
Progress maps
Name of
progress map
Stage of
development
First Steps Writing
SACSA Outcome
Statements
Development Continuum
ESL Scope and Scales
Conventional Phase
Middle Years Band
Standards 3 and 4
Scales 1 - 14
Skills
descriptor
Key Indicator:
Writers are familiar with
most aspects of the
writing process and are
able to select forms to
suit different purposes.
Texts and Contexts
•3.4 and 4.4
Language
•3.8 and 4.8
Strategies
•3.12 and 4.12
Four Band Levels:
• Early
• Primary
• Middle
• Senior
Teaching
suggestions
Major Teaching
Emphases are provided
for each phase.
Can be used to
inform teaching and
learning.
Age related tasks
inform teaching and
learning programs.
Diagnostic tool
Maps student
development
Maps student
development
•
•
•
•
•
•
•
•
•
•
Purpose
Where it can
be used
students
class/learning areas
whole school
system level
•
•
students
class/learning
areas
whole school
system level
students
class/learning areas
whole school
system level
SACSA
TEXTS AND CONTEXTS
3.4 Composes a range of texts that
include ideas and information about
familiar and some unfamiliar topics
and applies an understanding of
audience, purpose and context.
4.4 Composes a range of texts that
include detailed information and
explore different perspectives about a
range of issues and adjusts texts for
particular audiences, purposes and
contexts.
LANGUAGE
3.8 Selects and uses a variety of
language aspects when planning
and composing a range of wellstructured fiction, factual and media
texts about familiar, new and
possible experience.
4.8 Controls and adjusts most aspects
of language when planning and
composing an extensive range of
written and multimedia texts on
different themes and issues.
STRATEGIES
3.12 Selects and uses a variety of
strategies for planning, composing
and reviewing own written texts and
for consistently spelling most
common words accurately.
4.12 Uses, compares and adjusts
multiple strategies for planning,
composing and reviewing written texts.
Aims
• To introduce the concept of
developmental learning and assessment
• To explore a range of (writing) progress
maps in order to identify their purposes,
similarities and differences
• To identify ways in which they can be
used at the individual student,
classroom and/or whole school level