Literacy PD

27th April

Working as a COL

Effective Pedagogies and Practices

Accelerating Literacy Achievement

AKO - Student Agency

Progress and Progression Tool (PACT)

Acceleration (below where they should be) making more than 1 years progress within a year

This will be those working below NS, but also those who are at the NS but can do better.

Everyone needs to be checked to see that they are reaching their potential.

What makes a difference?

Principles of effective instruction to motivate and engage

• Motivation and engagement
• Growth mindset - metacognition -children knowing about their learning
• Think aloud
• Authemtic audeiences
• Demonstration
• Students co-construct tasks fit for purpose
• Multiple and varies opportunities to learn
• Quality talk - TPS COMPARE (think, peer share, compare)
• Think share think - task I made
• Think, peer share, compare and explain why
• Keep writing interesting and varied  - also to engage boys
• Metaphor: Learners in the driving seat - Chris Watkins

Need to know how to spell otherwise children will only use easy words

Note taking and summarising are great skills

Motivation - Learners in the driving seat - main ideas for student agency

• You need to know what writing is
• What good writers do
• Learning goals
• Exemplars
• Check in to see if still on focus

Main reasons for Motivation

• Attitude - your feelings that predispose you to avoid writing -How well do you like to write?
• Interest - a positive orientation towards writing - what do you like to write about? What forms of writing do you like to write?
• Value - your beliefs about the usefulness, importance, and enjoyment of writing - Is it important for you to be a good writer?
• Self efficacy - your judgement of you ability to accomplish a task - how well do you understand to write?
• Self concept - self perception of yourself as a writer, your sense of competence - how do you think of yourself as a writer
• Goals - your reasons for writing - why do you write? Can you improve?

Engagement

• Choice
• Collaborative activities
• Authentic tasks - purpose and variety eg, after writng a report, write a quiz using evaluative, inference questions

List most common attributes of a ‘report’ after reading a range of exemplars

Struggling writers need to see the end result, then set goals

Student agency - students driving their own learning

• SC co-constructed
• Teach 3 ways to plan - students choose which plan to use
• Students setting higher goals
• Students evaluating their own work
• More effective problem solving (How might we do this? Rather than ‘do it’)
• Use smiley faces in first year of school, after that it does not work. Does not lead to improved outcomes for student - use 4 point scale. (from ‘wow’, we are not there yet) Give me 2 reasons why you are not a 3, and 1 action to get to 3
• Goal, actions, monitoring
• Groups can read own action plan, check in with teacher, then go off and write their own
• 3 goals written above writing, show evidence in work (number goals and add number on writing)

2017

Student agency

• Time
• Focus
• Resources
• Feedback

Shanahan & Shanahan’s (2008) model of the increased demand for specialisation of literacy development.

1. Disciplinary literacy
2. Intermediate literacy
3. Basic literacy

Hattie - effect sizes

Writing programmes

0.40 is worth considering

0.82 - teaching writing process strategies (preparing to write, activating or/and building prior knowledge, KWV idea, use youtube and readings etc to gather more ideas, brainstorming , composing)

0.75 - working together to plan, draft, revise and edit (think, peer share, compare), Collaborative planning but go and write own.

0.70 - setting clear and specific goals for writing

A successful writing lesson has - Ako - care, motivation and engagement, student agency

Literacy Learning Progressions

Student speak literacy learning progressions

Adapt these for own context

Make progressions available to students, parents and teachers

Publishing: publish my best sentence, paragraph, words

Write a variety of text types

Students select genre that suits

If I control choices, then that does not allow students

Year 7 / 8 Writing needs to meet most of the demands of the curriculum.

Stay working at level 4 of the curriculum, and see what skills you can teach them to quickly reach the required level -  teaching them what they need to know ‘just in time’.

Use IT technology as tools to allow students to reach the demands of the curriculum at the level they need to work at. https://www.grammarly.com/

Unpack the language around analyse, evaluate, generalise etc

When marking writing, use two colours to mark (highlighter), one colour to indicate when they have writing something ‘working towards’ and ‘at’.

Quality over quantity -- it is better to take the time to do things well as then it will stick.

What is the barrier to learning? Teach chunks of the writing/focus on one bit at a time, even though you write the whole piece.

Activity to try: language used in progressions