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Pdf final october 15th school improvement seminar
1.
© P D
S T 2 0 1 4 www.pdst.ie Improving Literacy through the SSE Process
2.
www.pdst.ie © P D
S T 2 0 1 4 Overview of Seminar Session 1 9.15 – 11.00 • Rationale for school improvement seminars • School reflection on SSE experiences • Exploring literacy in a broad sense 11.00 – 11.15 Coffee Session 2 11.15 – 12.45 • Exploring improvement in literacy using the SSE process 12.45 – 1.30 Lunch Session 3 1.30 – 3.30 • Exploring improvement in literacy using the SSE process • Moving forward
3.
www.pdst.ie © P D
S T 2 0 1 4 Overview of Days 1 and 2 • Day 1: Exploring literacy improvement and oral language development using the SSE process • Day 2: Exploring improvements in literacy, using the SSE process, with an emphasis on aspects of writing
4.
www.pdst.ie © P D
S T 2 0 1 4 Day 1 Objectives • To facilitate reflection on individual school experiences of SSE • To provide participants with an opportunity to explore literacy in a broad sense • To explore improvement in literacy using the SSE process
5.
www.pdst.ie © P D
S T 2 0 1 4 School self-evaluation is a key tool in effective school improvement The six steps of the school self-evaluation process are continuous but not strictly linear School self-evaluation is an inclusive, reflective, collaborative whole school process Key Messages
6.
www.pdst.ie © P D
S T 2 0 1 4 School Reflection
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S T 2 0 1 4 Successes Challenges Possible Solutions School Improvement Experience
8.
www.pdst.ie © P D
S T 2 0 1 4 Learning to Date
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www.pdst.ie © P D
S T 2 0 1 4 Voices from Schools
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www.pdst.ie © P D
S T 2 0 1 4 • Literacy is an essential element in adolescent learning • Literacy is the business of all teachers because it pertains to all students • A whole school approach to literacy involves the explicit teaching of literacy skills across subject areas Whole School Literacy
11.
www.pdst.ie © P D
S T 2 0 1 4 The Literate Student… • Can listen, interpret, understand, question, make judgements and respond to what he / she hears • Can articulate thoughts fluently and confidently • Can actively and fluently read a variety of texts • Can ask questions about what they read • Can communicate confidently • Can use his / her literacy to access, understand, analyse, synthesise, compare and evaluate subject content • Can use his / her literacy to express himself / herself creatively • Can write effectively in a variety of genres • Can navigate the internet and make judgements about what he / she reads online • Can participate fully in society
12.
www.pdst.ie © P D
S T 2 0 1 4 Strong early reading skills do not automatically develop into more complex skills that enable students to deal with the specialized and sophisticated reading of literature, science, history, and mathematics (Perle et al., 2005). Adolescent Literacy
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www.pdst.ie © P D
S T 2 0 1 4 Educators and adolescents need support to ensure appropriate literacy instruction is implemented throughout the school day and subject areas to provide continued and appropriate literacy development in adolescence (Moje, 2007b, 2008, Shanahan and Shanahan, 2008) What Works: Adolescent Literacy
14.
www.pdst.ie © P D
S T 2 0 1 4 Oral Language WritingReading Literacy in a Broad Sense
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www.pdst.ie © P D
S T 2 0 1 4 • Tasks are set that require students to actively listen • Students are encouraged to speak in a range of contexts • Classroom talk and peer discussion are structured • Group work and presentation skills are explicitly modelled and practised • Student talk is valued • Strategic questioning takes place • Subject-specific vocabulary is utilised in multiple activities • Feedback is given regularly What Works: Oral Language (Speaking and Listening)
16.
www.pdst.ie © P D
S T 2 0 1 4 There are four stages through which a particular text type can be made explicit, taught to students 1 Building knowledge of the topic 2 Modelling the text type 3 Joint construction 4 Independent writing Scaffolding Language, Scaffolding Learning Gibbons, 2002 What Works: Writing
17.
www.pdst.ie © P D
S T 2 0 1 4 1. Explicit vocabulary instruction 2. Direct and explicit teaching of comprehension strategies 3. Provide opportunities for extended discussion of texts 4. Increase student motivation and engagement. 5. Make available intensive and individualised interventions for struggling students, that can be provided by trained specialists (M. Kamil) What Works: Reading
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S T 2 0 1 4 Reading Vocabulary Comprehension Motivation Peer Discussion What Works: Reading Explicit Instruction
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www.pdst.ie © P D
S T 2 0 1 4 Three Goals of Vocabulary Instruction 1. Provide students with skills/opportunities to learn words independently 2. Teach students the meanings of specific words 3. Nurture a love and appreciation of words and their use "Kindling students' interest and engagement with words is a vital part of helping all students, but especially less advantaged students, to develop rich and powerful vocabularies” (Graves, 2006, p. 120)
20.
www.pdst.ie Vocabulary Instruction (Beck &
McKeown,1985) Tier 3 Tier 2 Words concentrate, analyse, justify Tier 1 Words chair, happy, bed totalitarian, cellular respiration
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www.pdst.ie © P D
S T 2 0 1 4 • Approaches to develop independent word learning; dictionary and thesaurus skills • Approaches to deepen understanding of specific meanings; peer teaching, demonstration of concept, acknowledging the word in other contexts Intentional teaching of selected words • Repeated exposure and use of words and phrases (see PDST website for related resources) What Works: Vocabulary Instruction
22.
www.pdst.ie © P D
S T 2 0 1 4 What Works: Comprehension Comprehension Predicting Inferring Visualising Clarifying Synthesis Determining Importance Making Connections Questioning Gleeson, M., Building Bridges of Understanding, 2013,
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www.pdst.ie © P D
S T 2 0 1 4 • Meaningful learning goals • Positive learning environment • Literacy experiences relevant to students’ lives • Collaborative learning to increase engagement for students (Kamil et al, 2008) Student Motivation
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© P D
S T 2 0 1 4 www.pdst.ie What does a school community that values literacy look like? Parents Students Teachers /BOM Classroom
25.
www.pdst.ie © P D
S T 2 0 1 4 Building Blocks of SSE
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S T 2 0 1 4 Gather the evidence Analyse the evidence Draw conclusions Write school self-evaluation report Devise school improvement plan Implement and monitor improvement plan The 6 Step Process
27.
www.pdst.ie © P D
S T 2 0 1 4 Learner outcomes (Attitudes, Skills & Knowledge) Learning experiences Teachers’ practices Targets Actions Teaching and Learning Framework
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www.pdst.ie © P D
S T 2 0 1 4 Exploring the School Improvement Process
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S T 2 0 1 4 • What does the data tell us? • What does the data not tell us? • What else do we need to know? Data Analysis
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S T 2 0 1 4 Draw Conclusions
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www.pdst.ie © P D
S T 2 0 1 4 Learner outcomes Learning experiences Teachers’ practices Targets Actions Teaching and Learning Framework
32.
www.pdst.ie © P D
S T 2 0 1 4 Where To Next?
33.
www.pdst.ie © P D
S T 2 0 1 4 • Establish/refine school structures to sustain improvement • Explore ‘big picture’ literacy • Consider possibilities for data gathering • Engage in data gathering • Engage in data analysis • Make judgements based on the evidence • Other? Moving Forward…
34.
www.pdst.ie © P D
S T 2 0 1 4 Video: A School’s Experience of the SSE process
35.
www.pdst.ie © P D
S T 2 0 1 4 • www.pdst.ie www.schoolself-evaluation.ie Resources
36.
www.pdst.ie © P D
S T 2 0 1 4 Subject Specific Resources to Support Literacy (www.pdst.ie/node/465) Graphic Organiser Reflection Template and Circle of Concern Semantic Map and Peer Teaching Cooperative and Group Role Cards Vocabulary Vignettes and Graphic Organiser Vocabulary Guidelines and Prefixes Martin Luther Text Speaking and Listening Checklist Reading Checklist Vocabulary Knowledge Checklist Writing Checklist Calendar of meetings Literacy Link Minutes and Agenda Template Common Greek and Latin Morphemes Morphemes in Science Website referred to on the day
37.
www.pdst.ie © P D
S T 2 0 1 4 School-Self Evaluation Teaching & Learning Framework; 6 Step SSE Process; gathering, collating & analysing relevant data; implementing the SIP for literacy, numeracy and any other area of teaching & learning. Assessment for Learning (AfL) Learning outcomes/context of learning/success criteria; effective feedback; questioning; Bloom’s Taxonomy and self & peer-assessment strategies e.g. rubrics. Integrating ICT eAssessments & ePortfolios – Mahara, Google Apps for Education... ePlanning & Collaboration – Google Apps for Education..... Tablet Technology Integration – Effective use, pedagogy...... Virtual Learning Environments (VLEs) – Google Classroom, Edmodo SSE – On-line tools for gathering, collating & analysing relevant data Visual - Visualisers, Animoto, Wordle, Tagxedo, Photo-story.... Auditory – Audacity, Vocaroo, Audioboo...... Reading comprehension – Freerice, Studystack, Quizlet...... Kinaesthetic – Tarzia, Cube Creator...... Subjects /Programmes & Generic Support Health & Wellbeing – PE, SPHE, mental health, anti- bullying and promoting the welfare & protection of students Junior & Leaving Certificate subject support & planning JCSP, TY, LCA & LCVP programme support School planning (policies) Co-operative learning ICT for teaching & learning Differentiation/mixed ability teaching PDST Websites www.pdst.ie pdsttechnologyineducation.ie scoilnet.ie (portal for resources) 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 collaboration Overview of PDST Post-Primary Supports for Leading Learning in the 21st Century www.pdst.ie/schoolsupport Models of support: whole staff days (circular 002/2014), Croke Park hours, subject departments/groups of teachers/co-ordinators (circular 0043/2014) It is essential to fill out the on-line application form @ www.pdst/schoolsupport in order for your application to be considered Numeracy SSE & strategies for implementing problem solving, estimation, a common approach to maths language and a numeracy rich environment across the curriculum. Literacy SSE & strategies for improving oral language, writing, reading comprehension, and the use of broadcast /digital media across the curriculum.
38.
www.pdst.ie The PDST is
funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed by Dublin West Education Centre FísFoghlaimForbairt This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.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 Creative Commons Attribution Share Alike Licence. Please cite as: PDST, PowerPoint Presentation Title, 2014 © P D S T 2 0 1 4
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