youtube/watch?v=KdxEAt91D7k

1. What is the relationship between pedagogy, student engagement and literacy?Daniel Bayer Tim McLeod, Nikki Nardelli, Sue Richards

2. http://www.youtube.com/watch?v=KdxEAt91D7k

3. Background • 3levels of schooling (R-12) • Early/ Primary, • Middle and • Senior Years • Category 2 SES

4. Context The student cohort consists of students who enroll for a range of reasons Curriculum Choice Distance Travellers Vocational At Risk Medical (62%)

5. Middle Years Review • Integrated, interactive, online units with a student interest focus • Team of teachers • Individual Learning Plans • Differentiated curriculum

6. Literature Review There is considerable research supporting the fact that literacy is integral to effective learning in all curriculum areas and across all phases of learning Indeed Literacy is essential for students' life-long learning and for their active participation in work, family and civic life in this highly complex and networked world. DETE Queensland Government, 2012, Literacy the key to Learning

7. Literacy Focus National • Melbourne Declaration on Educational Goals for Young Australians (MCEETYA 2008) • Australian Curriculum State • Literacy directorate East Adelaide Region • Priority 1 Improved outcomes in Literacy and Numeracy • iLit training

8. Literacy Focus OAC • Literacy Plan R – 12 • PALLS training • Site Improvement Plan • Staff training (Stepping Out, First Steps, Phonics) • Literacy for learning

9. Action Research Qualitative data • Middle Years profile. • Parent, student and teacher questionnaires. • Student Engagement Matrix. • observation and anecdotal comments on the implementation of various strategies. • anecdotal records of student progress and attitudes

10. Action Research Quantitative Data • Student PAT Reading and Spelling. • Negotiated Learning Plans. • Attendance. • Work return. • Engagement Matrix.

11. Why use PAT Reading And PAT Maths? to monitor your students’ overall development (improvement) in literacy and maths to help inform the teaching program – identifying areas individual students need to develop (strengths and weaknesses)

12. The Results • The test raw score is the number of correct answers on a test. • The PAT scale score is the test raw score converted • The percentile rank tells you how your students compare to the wider Australian sample. • A staninegroups students of similar achievement.

13. Stanines • Stanine scores are derived from percentile ranks. Percentile ranks are divided into nine categories called stanines (short for ‘standard nine’) and the digits ‘1’ to ‘9’ are used as category labels. • Stanine scores are particularly useful for grouping students; however, it is recommended that only differences of two or more stanines should be regarded as indicating a real difference in performance.

14. Question number Interpreting by making inferences Retrieving directly stated data Interpreting explicit data Reflecting scale raw stanine

16. Click on the question number to see the data related to that question Number of students selecting each option. Percentage of students selecting each option. Level of question difficulty based on Pat Scale Type of comprehension skill and description question

17. Maths Group Report

19. You can view the data in different ways

20. Shows us the amount of students who got that question right or wrong

25. Wave 3 Defined Wave 3 is about intervention for children for whom Quality First teaching and Wave 2 catch-up programmes are not enough. It may need to be a more intensive programme, involving more individual support or specialist expertise. Where it is working effectively, the waves model will have a funnelling effect, reducing through Quality First teaching the numbers requiring Wave 2 intervention, and through Wave 2 the numbers who need more intensive and individual help..

27. Student Engagement Data

28. Student Engagement Data

29. Student Engagement Data

30. Diagnostic Data

31. Diagnostic Data

32. Diagnostic Data

33. Like School Comparison

34. Intervention Action • Diagnostic testing ofall incoming year 8 & 9. • Differentiated curriculum to cater for individual needs. • Wave 3 5 (1-on-1) sessions/week of literacy and numeracy for students with greatest needs. • Wave 2 1 x(1-on-1) sessions/week of literacy and numeracy for students with significant needs. • Term 4, 2013 further data collection to review the intervention and plan for further action.

35. Practitioner Research Report • Sarah Quinn, School of Education Uni SA Magill • Interviewed a number of staff and students regarding the Wave 3 program

36. Feedback • This [approach] has enabled me to actually as the teacher, focus on those needs and focus on what direction I want them to go with their learning, and what direction [the student] wants to go with their learning. (Staff member) • This year has given me an opportunity to really tailor learning programs to what [students] want to learn about. I think that I have gotten far more engagement out of that than in the past. (Staff member)

37. Feedback • It’s not just about learning Literacy and Numeracy, [students] have to be comfortable, and they have to engage with you to learn. Get them to trust you, get them to build a relationship with you, so they will want to have a go…. The reason these kids are [struggling], is because they haven’t had that [support], as well as a whole myriad of issues in their personal lives. To show them that someone cares, a little bit more above and beyond I think is really important. (Staff member)

38. Feedback • Because I have one to one classes, and instead of the teacher worrying about everyone else, they only have to worry about me. (Student participant) • [Teachers] are always happy and they always want us to learn. (Student participant)

39. Changes • As with all Action Based research we are constantly reviewing things. • Changes made have been : • On line PAT testing • Wave 3 students now have 3 x 25 min per week • Wave 3 students attend mainstream classes

40. New Programs • We are part of a trial using a program called Fast Forword • Being implemented in the next couple of weeks • Also we are going to be running online Quicksmart Numeracy program when it comes online in July

41. Conclusion We have already learnt from the process and instigated some changes based on our Action Research including: • extending testing and student support to incorporate all students in Years 1 to 10. • valuing socialisation of the student so that Wave 3 learners now attend all their team/class lessons as well as their support lessons.

42. Your School • Does your school have any intervention programs? • How would a wave 3 program look at your site?

43. References • Boyd, J, 2001, Effective Middle Schooling, Global Learning Communities, Aust • DeakinUniversity, 2001, Literacy an Learning in the Middle Years- Major Report on the Middle Years Literacy Research Project, April 2001, Consultancy and Development Unit, Faculty of Education, Deakin University Available at: http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/MYLiteracyFullReport.pdf •  DECS, 2011, ICAN & Mentoring: Student Engagement Matrix, Government of South Australia • DETE Queensland Government, 2012, Literacy the key to Learning, http://education.qld.gov.au/literacy/

44. References • Hattie, John A.C. (2009), Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement, Routledge, London • Rowe, K, 2006, Effective Teaching Practices for students with and without learning difficulties: Constructivism as a legitimate theory of learning and teaching?, ACER http://research.acer.edu.au/cgi/viewcontent.cgi?article=1008&context=learning_processes&sei-redir