CECV Intervention Framework Module 5b Learning & Teaching PLANNING THE INTERVENTION

1. CECV Intervention Framework Module 5b Learning & Teaching PLANNING THE INTERVENTION 1

2. Purpose of this Module As a result of participating in this unit, you will: Understand the components of effective intervention Understand how to plan an educational pathway for students (utilising the three-tired model of support) Have increased capacity and confidence to design effective educational pathways to address clearly articulated (SMART) goals. 2

3. Foundations of the Framework 3

4. CorePrinciples 1. All students can succeed 2. Effective schools promotea culture of learning 3. Effective teachers are critical to student learning success 4. Teaching and learning are inclusive of all 5. Inclusive schools actively engage and work in partnership with the wider community 6. Fairness is not sameness 7. Effective teaching practices are evidence-based 4

5. 1. IDENTIFICATION Why have you identified this student as being at-risk? When was the student first identified and what action was taken? Analysing the information you now have, do you still perceive the student to be at-risk? 2. ASSESSMENT What do you need to know about this student's learning in numeracy and literacy? How will you gain this information? With the information you now have, do you still perceive the student to be at-risk? 4. TEACHING AND LEARNING What does the student need to learn? What teaching options are available to facilitate this learning? How will the selected teaching options be implemented? Who will implement the teaching activities? 3. ANALYSIS AND INTERPRETATION How will you analyse and record the literacy and numeracy data? What does the analysis tell you about the student as a numeracy/literacy learner? With the information you now have, is there a need to intervene? 5

6. What is Inquiry? ‘I understand inquiry to be a process of systematic, rigorous and critical reflection about professional practice, and the contexts in which it occurs, in ways that question taken-for-granted assumptions’. (Reid, 2004:4) ‘…inquiry is not a project or the latest fad. It is a way of professional being’. (Reid, 2004:3) 6

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8. Reflective Practice ‘Because teachers’ beliefs strongly influence their interactions with students, it is critical that teachers examine those beliefs. To achieve this level of insight, teachers must have the ability to reflect on and evaluate their own performance’. (Harnett, 2007) 8

9. Reflective ‘Moments’ • Consider three major moments when reflective practice can happen: • Reflection-in-action • Reflection-on-action • Reflection-for-action 9

10. Reflection-in-Action This involves: • thinking about what one is doing whilst one is doing it: it is typically stimulated by surprise, by something which puzzled the teacher concerned (Greenwood, 1993) • creating meaning and understanding of the cause/effect relationship between the teacher’s actions and students' responses to her behaviours (Killion & Todnem, 1991:15) 10

11. Reflection-in-Action • Occurs when one is able to consciously evaluate and make changes on the spot while teaching. • Also implies we are thinking about what we are doing, for example, • “thinking on our feet” • “keeping our wits about us” • “learning by doing” 11

12. Reflection-on-Action This involves: • reflecting on one’s actions and thoughts after the practice is completed. • analysing events and drawing conclusions that give insight into future decision points. (Killion & Todnem, 1991:15) • creating and clarifying the meanings of the completed practice resulting in changed conceptual perspectives. (Boyd & Fales, 1983) 12

13. Reflection-on-Action What might this look like? • informal and thoughtful consideration about theoretical assumptions that inform particular practice and what alternatives there might be • undertaken a few hours or days after action has taken place or more systematic examination of an issue, taking place over a period of weeks or months • involves gathering and interrogating data, theorising, arriving at strategies, planning implementation of strategies (Schön,1983) 13

14. Reflection-for-Action This involves: • bringing together the other two inquiry ‘moments’ as the teacher prepares for future action on the basis of knowledge of what happened during a particular event and the reflection that occurred after that event • being engaged in proactive thinking in order to guide future action • consideration of any number of factors, such as • data that has been gathered by the teacher or the system • an intuition that something is amiss • the desire to understand why something seems to be going well so that it can be repeated 14

15. John 15

16. 16 …to support John’s engagement with writing

17. Teacher Inquiry • How do I address John’s needs? • What will I need to reflect about? We’re not teaching writing. …..We’re teaching writers. 17

18. What teaching skills and knowledge are required in order to implement this pathway?What do the teachers need to know and do to implement an effective learning pathway?What pedagogical content knowledge is required to implement an effective teaching and learning pathway?18

19. Responding to the Assessment, Analysis & Interpretation What knowledge and skills do these students need? How will we enable the learning using the intervention plan? Am I focused on the learning of the student as it is happening or am I focused on the routine of the lesson? (Reflection in action) 19

20. Building Pedagogical Content Knowledge to Enact Intervention Plan Do we have enough pedagogical content knowledge around the specified needs? Is what we are doing supporting the students? Are we responding to students’ needs? (reflection in action) What knowledge and skills do we as teachers need to address students’ learning needs. How do particular teaching approaches and teaching emphases contribute to existing patterns of students’ learning and achievement? (reflection on action) What do we need to learn and do to promote students’ learning? (reflection for action ) 20

21. Deepen Professional Knowledge and Refine Skills (PCK) 21

22. 22

23. John is an individual, not a stereotype What do I contextually need to know about John? 23

24. Do I really know what he cares about? • Is he always disengaged? What activities does he engage with? Why? • What kind of writing does he engage in? • Does he need more self-directed topic selection? • What kind of a writing environment might he need? • How and when does he experiment with writing? • Can he make informed choice about writing process and how might he be supported? 24

25. What do I need to know about writing, that could support John? 25

26. What kinds of writing does John like? What does he care about? • What subject matter would he like to write about? • Does matching the genre to the unit of study inhibit his choice and attitude to writing? • Do I need to consider how I can give him more choice? • Do I need to consider how he presents his writing? 26

27. What kinds of teaching and learning opportunities does John need? What pedagogical knowledge do I need to address John’s needs? What do I need to reflect about? 27

28. Does he regularly participate in conversations about ideas? Why or why not? • Do I need to be aware of the type of conversation John likes to engage in? • Does he need modelling on how to make explicit connections between ideas? • How does he feel about writing conferences? How do I know? • Do I need to embrace a more visual definition of writing for John that includes sketching and drawing? • How can I use mini- lessons with John to have short, sharp, explicit teaching? • Does personal narrative dominate my writing curriculum and does this isolate John? 28

29. PCK Synthesis 29

30. SMART Goals Short term goals – achievable 30

31. Zone of Proximal Development • The "zone" is the gap between what a student can do independently and the student’s potential if given support from someone who has mastered that particular task or concept. By scaffolding the student’s learning within their zone of proximal development they are able to achieve their potential for learning within any given opportunity. 31

32. Activity • Identify a writing focus for John based on his needs. • What does John already know that relates to this focus? •  Next, build on this knowledge through scaffolding; the scaffold will help John reach his potential for growth within the lesson. When planning his learning pathway keep in mind the scaffolding process by integrating guided practice into lesson plans. • What will be the goal of this lesson for John? How will his learning be scaffolded? • Connect this new learning to his prior knowledge. 32

33. Conditions for learning opportunity based on current student need Inclusive Context: student within whole class teaching Explicit instruction based on Intervention analysis Individualised targeted instruction 33

34. Conditions for learning opportunity based on current student need Individualised targeted instruction 34

35. Conditions for learning opportunity based on current student need Inclusive Context: student within whole class teaching 35

36. Conditions for learning opportunity based on current student need Explicit instruction based on Intervention analysis Individualised targeted instruction 36

37. Responding to the Assessment, Analysis & Interpretation What knowledge and skills does John need now? Will we need to modify the intervention plan? How will we enable the learning using the intervention plan? 37

38. References • Harnett, J. (2007), Changing Learning Conversations: An Action Model of Reflective Professional Development, Massey University, Albany, New Zealand. • Reid, A. (2004), Occasional Paper No. 1 Towards a Culture Of Inquiry in DECS, SA: Government of South Australia. • Schön, D. (1983), The Reflective Practitioner. New York: Basic Books. • Killon, J. & Todnew, G. (1991) ‘A process of personal theory building’, in Educational Leadership, 48(6): 14-16. • Timperley H., Wilson A., Barrar H. & Fung I. (2007), Teacher Professional Learning and Development: Best Evidence Synthesis Iteration. New Zealand: Ministry of Education. 38