Co-ordinator network Alison Philipson Spring 2015.
-
Upload
emmeline-oneal -
Category
Documents
-
view
213 -
download
0
Transcript of Co-ordinator network Alison Philipson Spring 2015.
![Page 1: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/1.jpg)
Co-ordinator network
Alison PhilipsonSpring 2015
![Page 2: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/2.jpg)
Outline
• 9.30 – 10.45 – joint session – reading and maths moderation
• 10.45 – 11.15 – BREAK • 11.15 – 12.30 – assessing without levels – writing• 12.30 – 1.15 – LUNCH• 1.15 – 2.30 – assessing without levels - reading
• Pearson - 5 minute presentation before lunch then display over lunch
• Cosy Literacy – display over lunch• Central Library Service at end of day
![Page 3: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/3.jpg)
Reading moderation
![Page 4: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/4.jpg)
Do teachers know the answer to questions like this ?
So why do you think Ayesha is working at Y3
age related expectations ?
What evidence have they got ?
![Page 5: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/5.jpg)
Making assessment judgements . . .
• Do teachers have a good understanding of the assessment criteria
• Do teachers use the evidence well ?
• Do teachers know their children ?
![Page 6: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/6.jpg)
Gathering evidence
•Phonics tracker/individual phonics assessment - on •Guided reading sessions which deepen children’s comprehension skills •Assessment during guided reading – Bradford Reading Record •Independent tasks during guided reading to be linked to a previous or future guided reading session (one group could be reading for pleasure)•Reading Journals •Video/audio recordings•Pupil scripts
![Page 7: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/7.jpg)
Bradford Reading Record
Now linked to the new national curriculum ! What does progress look like from Y1 – Y6 ?
![Page 8: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/8.jpg)
Higher expectations
• Y1 2c
• Y2 2a
• Y3 3b
• Y4 3a
• Y5 4b
• Y6 5/6
![Page 9: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/9.jpg)
Use the Bradford Reading Record to look at the progression of inference across the reading levels . . .
What are your observations ?
![Page 10: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/10.jpg)
Y1 – makes simple deductions with support from prompts/begins to make predictions about character traits/gives reasons for predictions/relates incidents to own experience
Y2 – makes predictions based on reading experience/makes simple inferences about thoughts and feelings/makes confident predictions based on wider reading experience
Y3 – gives sensible reasons for predictions about plot and character/makes connections across a text/justifies ideas and predictions/links ideas across texts more confidently
Y4 – infers meaning in text using clues from action, dialogue and description
![Page 11: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/11.jpg)
• Y5/Y6 – can pull out main themes and ideas/can empathise with characters and understand their actions/begins to refer to text to support opinions and predictions about moods, messages, feelings and attitudes/begins to identify explicit and implicit points of view
![Page 12: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/12.jpg)
Moderating assessment judgements
First step - can teachers present evidence to show where a child is working ?
Second step - moderation
•Literacy Co-ordinator observes group•Peer observations•Video used within year groups, key stages, whole school staff meeting, LAP
![Page 13: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/13.jpg)
![Page 14: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/14.jpg)
![Page 15: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/15.jpg)
![Page 16: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/16.jpg)
![Page 17: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/17.jpg)
![Page 18: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/18.jpg)
![Page 19: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/19.jpg)
![Page 20: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/20.jpg)
![Page 21: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/21.jpg)
![Page 22: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/22.jpg)
![Page 23: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/23.jpg)
![Page 24: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/24.jpg)
![Page 25: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/25.jpg)
Case study –ThorntonPrimary (mixedability group ofY2 children – 2c,2b, 2a)
![Page 26: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/26.jpg)
![Page 27: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/27.jpg)
![Page 28: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/28.jpg)
![Page 29: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/29.jpg)
![Page 30: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/30.jpg)
![Page 31: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/31.jpg)
![Page 32: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/32.jpg)
![Page 33: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/33.jpg)
• Children read aloud
• Children shared the text with each other
• Questions were discussed by the whole group (nc)
• Children had a go at summarising (nc)
• Children discussed author’s language choices
• Writing was linked to reading
• Reading for enjoyment was a continuous thread throughout the session
![Page 34: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/34.jpg)
Video clip
![Page 35: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/35.jpg)
Record responses
a b c
def
![Page 36: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/36.jpg)
Recording responses
Question Bruno Mark Paloma Ellie
Retrieval
Inference etc…
![Page 37: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/37.jpg)
Important
• Do children’s formative assessment levels match their test outcomes ?
• Children in KS2 need to know how to write the answer to a question
• This should be regularly modelled by teachers
• Children should be given lots of opportunities to practise writing answers to questions
![Page 38: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/38.jpg)
Ask teachers to have a go . . .
• Using a text they have brought, ask them to think of some AF3 questions relevant to the children in their class using the progression in the Bradford Reading Record
![Page 39: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/39.jpg)
Gap tasks for teachers
• Use the text to gather evidence for groups of children
• Use the Bradford Reading Record to assess and to plan next steps
• Bring the Bradford Reading Record to the next staff meeting and be prepared to feed back
• Link guided reading texts to the current Literacy unit
![Page 40: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/40.jpg)
Maths moderation
![Page 41: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/41.jpg)
Do teachers know the answers to questions like this ?
So why do you think Sophie is working at Y2
age related expectations ?
What evidence have they got ?
![Page 42: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/42.jpg)
Listen . . .
• Does the teacher have a good understanding of the assessment criteria
• Does the teacher use the evidence well ?
• Does the teacher know his/her children ?
![Page 43: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/43.jpg)
Gathering evidence for maths
• Distance from learning• Prior learning assessments are secure
evidence• Starters activities
– Try and be systematic – diary in 2 weeks after teaching
– Allows ‘plate spinning’– Use open ended questions
• Guided group sessions (word of warning)
![Page 44: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/44.jpg)
Starter activity• 2 weeks after teaching check understanding
e.g. sequencing numbers• What would you expect of level 1 children?
– 2c children?– 2b children?– 2a children?– Level 3 children?
• What could you ask? Discuss
![Page 45: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/45.jpg)
Level 1 sequencing
![Page 46: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/46.jpg)
Low level 2 - sequences
• Recognise numbers in the 2s, 5s, 10s sequences
![Page 47: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/47.jpg)
Securing level 2 - sequencing
![Page 48: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/48.jpg)
Sequencing – what would a question look like?
• 22, 24, 26, _ ,_Write the missing numbers in each of these patterns.
![Page 49: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/49.jpg)
Level 3 sequencing question
Here are the first five numbers in a sequence.
The sequence continues in the same way.
Write the number that will be 10th in the sequence.
1st 2nd 3rd 4th 5th
420 400 380 360 340
![Page 50: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/50.jpg)
Sequencing – ask an open question
• Closed• What number
comes next?
5, 10, 15, _
• Open• Make up some
number sequences that have 20 in them. Describe your sequences.
Opening up questions document
![Page 51: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/51.jpg)
Sequencing – ask a reasoning question• Spot the mistake:• 45,40,35,25• What is wrong with this sequence of numbers?
• True or False?• I start at 3 and count in threes. Will I say the number 13?
• What comes next?• 41+5=46• 46+5=51• 51+5=56
NCETM –progression documents with reasoning questions
![Page 52: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/52.jpg)
Sequencing – ask a probing question
Level2opaedia
![Page 53: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/53.jpg)
So, what would a good maths moderation session look like?
• Show a range of children’s skills
• Have open ended / probing/ explain/ reason questions… no ceiling
• Have readily accessible resources
• Allow the teacher or moderator the opportunity to ask follow up questions
![Page 54: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/54.jpg)
For example:
This morning…I felt in my purse and there were only 4 coins. I wonder if I have enough money to buy a school lunch? What could I have in my purse?
![Page 55: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/55.jpg)
Record responses
a b c
def
![Page 56: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/56.jpg)
Recording responses
Question Lisa Bart Maggie Millhouse
23 + 18
No. bonds to 10
Order 2 digit no.
Recognise 3 digit No.
Etc.
![Page 57: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/57.jpg)
Now it’s your turn . . .
• Watch the video
• Make a level judgement
• Explain why you think it’s that level, referring to the national level descriptors and evidence from the video
![Page 58: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/58.jpg)
Video• What evidence can you gather for each
of these children?
Mark
Boy1 Girl 1
Girl 2
Boy 2
Girl 3Girl 4
![Page 59: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/59.jpg)
Break
![Page 60: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/60.jpg)
Assessing progress in writing
![Page 61: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/61.jpg)
![Page 62: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/62.jpg)
Writing exemplification linked to the new national curriculum
• Your table is a working party and you will be allocated a year group
• Discuss criteria – ‘get in the zone’ – 15 mins
• Assess the pieces of writing in pairs 15 mins
• Discuss the outcome and make judgements – 15 mins
![Page 63: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/63.jpg)
![Page 64: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/64.jpg)
Lunch
![Page 65: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/65.jpg)
Assessment of reading linked to the new national curriculum
Bradford Reading Record
![Page 66: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/66.jpg)
Discussion time
![Page 67: Co-ordinator network Alison Philipson Spring 2015.](https://reader035.fdocuments.us/reader035/viewer/2022070412/5697bf7d1a28abf838c848d9/html5/thumbnails/67.jpg)
Library slides