13 April 2011.AS T T L E DATA – P a inting a

P ic ture

We lc o m e

E-AsTTle data …=jkjk88888888888888886

Whe re do e s it fit in w ith the He a lthy P ra c tic e P yra m id? (a nd w ha t the he c k is tha t? ? )

Ho w c a n w e us e it to s ho w tha t w e a re re fle c tive pra c tit io ne rs ?

Ho w w ill us ing As T T le da ta he lp us to b e b e tte r pre pa re d fo r o ur ne x t E R O vis it?

One off

Occasional

Repeated

E-AsttlePAT

PortfoliosExemplars

Diagnostic Literacy Assessment

InteractiveObservationQuestioning

ListeningDiscussion

Aligned to Learning Goals

DialogicInteractiveContinuousResponsive

For STRENGTH of information, use multiple samplings from multiple sources.NZEI Te Rui Roa and Lester Flockton 2009..

• Wha t are my student’s needs?• Who are the students that are struggling?

• Wha t am I doing to meet their needs?

• Is it working? Why/w hy not?• What are MY learning needs?

• What do I need to change?• Ho w effective were the strategies

I tried?• Have my changed actions had any

impact?

WHAT!! George is level 2P? He’s meant to be at 4 P.

• Discuss the test with George. • He thinks this mark is accurate. He

found the test difficult.• Analyse George’s Individual

Learning Pathways report.

First thing:

We deliberately c ha ng e our practice and approach

because… We have identified gaps that our normal

teaching actions won’t address. Intervention = a s tra te g ic re s po ns e in our

practice in order to close the learning gap

A c c e le r a te d a c h ie v e m e n t

Target students in 9FW have difficulty with:

Knowledge of V OC A B UL A R Y

Consistently re a ding fo r m e a ning

Responding with unde rs ta nding

Making Infe re nc e .

Consistently read for meaning

Think aloudEmbedded questionsComment codesSummarise3-level reading guide 

 

Respond using understandings &

information

QuickwritingGraphic organiserQuestion diceReciprocal interviewingPostbox activityReconstructing paragraphs / texts 

Make inferencesThink aloud3-level reading guide 

 

Knowledge of vocabulary

Word mapsClusteringConcept circlesPair definitions / definition barrier activityNever-seen-before gridStructured overviewInteractive cloze 

 

Problem area: Strategies to help address them:

That’s enough for now… for the rest of this session we are going to:• Work in small groups to make a start on the Teacher Inquiry Knowledge building cycle.•Share any positive feedback from anything you’ve tried.•Any questions??

Thank you!