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Profile of a learner

Profile of a learner. Mal Thompson University of Otago College of Education 2011. Teacher Inquiry.

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Profile of a learner

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  1. Profile of a learner Mal Thompson University of Otago College of Education 2011

  2. University of Otago College of Education Teacher Inquiry • “Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students.” (NZC, p.35)

  3. What are the needs of our learners? • A year 9 class of 27 students has an average e-asTTle score of 1467 points or level 4B. • Some students were able to find, select and retrieve information; make links between visual and verbal information (Achieved) • Some students had some knowledge of vocabulary; and could make inferences (Strengths)

  4. …needs of our learners • Students unexpectedly were not able to respond using understandings and information • Some students could not find, select and retrieve information • Some students could not make inferences • Students were not able to consistently read for meaning; or had knowledge of vocabulary, or find, select and retrieve information

  5. E-asTTle information • So what does this mean for the teacher across the curriculum – e.g. the science teacher or technology teacher?

  6. Student D • Scored 1238 points, <2B • Achieved nothing; some strengths; mostly has gaps and to be achieved How does a teacher know what to teach in subjects across the curriculum with class/ individuals like this?

  7. Diagnostic Literacy Assessments • Test students’ ability to find information, read with deeper understanding, and increase subject specific vocabulary • Can be used across curriculum –

  8. Science text

  9. Year 10 Diagnostic Literacy Assessment: Science: Rock Cycle Ref: New Millennium 2, p106-7

  10. Building skills/ strategies • Making predictions • Making connections • Crosschecking • Visualizing • Inferring • Asking questions • Identifying important ideas • Summarising • Building vocabulary

  11. Professional development • Identifying needs through both e-asTTle and DLA • Focus on aspects such as use of text features, reading for deeper understanding, and building vocabulary knowledge • Design of activities to build skills needed

  12. Diagnostic literacy tests gains

  13. Data: Gains in Student Achievement: asTTle Year 9

  14. Changes in practice • Change in approach to reading text • Emphasis on students finding information through use of text features • Students actively engaged and involved in reading text and making own notes • Use of data to underpin decisions in teaching

  15. ka puawai Poipoia te kakanokia puawai Nurture the seed And it will blossom seed And it will blossom

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