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Day 2 Supporting All Schools

Day 2 Supporting All Schools. Your Name Job Title Directorate. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au. Reflection and Feedback. Lesson study feedback utilising a structured discussion model at table groups

marianne-mercier
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Day 2 Supporting All Schools

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  1. Day 2 Supporting All Schools Your Name Job Title Directorate NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au

  2. Reflection and Feedback • Lesson study feedback utilising a structured discussion model at table groups • Transference of learning into classroom practice – prioritised reflection sheet

  3. Where are they now?

  4. Where do we want them to go?

  5. Future planning • Determine teaching criteria • Reading: analysis of reading data and student reading records • Writing : common criteria from continuum • Set goals for student success against syllabus criteria

  6. How will we get them there?

  7. Stage 1 Reading • Explicit, Systematic, Balanced and Integrated – focus on comprehension • Quiz • 4 Literary Resources – focus on comprehension • Guided reading

  8. Guided Reading • What is guided reading? • Involves students in supported reading of a text • The purpose of the guided reading session is to enable students to practice effective strategies which have been taught in modelled reading sessions. • During guided reading the teacher scaffolds the students,, providing support as they use their knowledge and strategies to work out the text • The teacher reminds the students of strategies that were introduced in modelled reading, and shows how these strategies can be applied to a new text. • Through the use of prompts students draw on and integrate their: • -semantic knowledge • -grammatical knowledge • -graphological/phonological knowledge • To construct meaning from the text

  9. Guided Reading • Key elements of a Guided reading session

  10. Guided Reading • Outside your Guided Reading As a table group participants brainstorm what literacy activities they provide for students outside the guided reading group. Each table group swaps their butcher paper with another table group and that group must circle the 5 activities that they as a group determine to be ‘meaningful’ literacy activities Present some examplars of literary tasks to ensure a common understanding of what is required

  11. Guided Reading • Teaching focus during Guided Reading How do teachers determine the teaching focus for each guided reading group or for each individual student Flexible grouping – Best Start Tracking sheet based on assessment?????

  12. Guided Reading • Accommodations and Adjustments G&Ts – Helen????

  13. Stage 2 Reading • Explicit, Systematic, Balanced and Integrated – focus on comprehension • 4 Literary Resources – focus on comprehension • Guided reading

  14. Guided Reading • Key elements of a Guided reading session

  15. Guided Reading • Outside your Guided Reading As a table group participants brainstorm what literacy activities they provide for students outside the guided reading group. Each table group swaps their butcher paper with another table group and that group must circle the 5 activities that they as a group determine to be ‘meaningful’ literacy activities Present some examplars of literary tasks to ensure a common understanding of what is required

  16. Guided Reading • Teaching focus during Guided Reading How do teachers determine the teaching focus for each guided reading group or for each individual student Tracking sheet based on assessment?????

  17. Guided Reading • Accommodations and Adjustments G&Ts – Helen????

  18. Lingering Misconceptions about QT –a quiz • 1.HOT is synonymous with IQ • 2.HE is about student behaviour • 3.ML means using the specialist language of a discipline • 4.The three dimensions of QT are equally important • 5.SIG is most important for Aboriginal students • 6.DK is not possible when a syllabus requires huge amounts of content to be covered • 7.EQC is achieved by developing a matrix of requirements at different levels of achievement (e.g., A-E) • 8.PK is not appropriate for young students • 9.QT is most applicable for GATS students • 10.QT can improve student outcomes

  19. Quality Teaching Framework

  20. How will we know?

  21. Assessment Reflection Partner Activity – 5 minutes Share with the person next to you an authentic & time efficient assessment you used. Complete a PMI on the two tasks. Whole Group – 10 minutes Share PMI with whole group.

  22. In between tasks

  23. In between session tasks • Goal setting – what is realistic while still having high expectations? • Prioritise reflection sheet • Writing task • Tracking and monitoring student achievements in between sessions

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