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Accelerating Learning in Literacy (ALL) · PDF file 2017-05-17 · Iti rearea teitei kahikatea ka taea. If effort is sustained we can reach great heights. Whakataukīfor ALL. Quotes

Aug 10, 2020

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  • Accelerating Learning in Literacy (ALL)

    Intake 2 Schools

    2017

    Christchurch

    Wednesday 17 May 2017

    Chris Henderson

    National Leader: ALL

  • Iti rearea teitei kahikatea ka taea.

    If effort is sustained we can reach great heights.

    Whakataukī for ALL

  • Quotes

    ‘Teachers need an extensive and continually developing knowledge of: the repertoire of reading and writing strategies, and the knowledge and awareness, that learners need to develop as they acquire literacy.’ ELP

    ‘Each learner lives in a network of significant people, including their teachers, family, peers and specialist teachers. Effective teachers promote partnerships within these networks.’ ELP

  • ‘Teachers need an extensive and continually developing knowledge of each child’s individual profile of learning and the implications of this for instruction.’ ELP

    ‘Every word, every minute counts, teaching to the last minute is the responsibility of every educator. Accidents of birth or geographic boundary are never reasons for not being given the same educational opportunities as we have had.’ Hargreaves 2015

    ‘Differentiation is a sequence of common sense ideas made by teachers with a student first orientation.’ C. Tomlinson

  • What are the expectations?

    • Student achievement is lifted from below or well below National Standards (to curriculum expectation).

    • Students’ identities as successful learners are enhanced as they read & write across The New Zealand Curriculum to become confident, connected, actively involved, life long learners.

    • Schools review current processes and practices around learning and intervention and develop their school- wide responses to student underachievement.

  • It is driven by inquiry and what is known to work and what we have

    collectively found is working in ALL.

  • MoE researcher findings: Why does PfS work?

    • Strong expectations of success • Mentor support is adaptive to school needs • Teachers use effective pedagogy for below and well

    below students…

    (adaptive, take risks and have a sense of urgency)

    • Leadership support within schools is important for long term sustainability

    • The workshop days set expectations for schools • When schools have had PLD implementation seems

    more successful

  • Everybody has a part to play

    • thoughtfully adaptive teachers, responsive to student needs and teaching with urgency and pace

    • leaders who demonstrate the leadership needed to support teachers involved in ALL

    • whānau involvement in their children’s learning • mentors supporting from an outside perspective • students visible pathways of progress • school systems and structures that support

    intervening within classrooms

  • Progress and Acceleration

    Progress is the rate of growth in learning over time.

    Students need to make 1 year of progress for 1 year of teaching ….

    • For most students … progress will, in broad terms, keep pace with the demands of the curriculum, or exceed them.

    BUT some students need a greater accelerative focus

    ‘extend learning beyond what a student can achieve by simply attending school for a year.’ (Fisher, Frey & Hattie 2016 p.8)

  • The tiers of teaching support

    (p11 ToA)

    Acceleration!

    Over time in ALL a shift to Tier 1

  • Some comments from 2016 reports…

    • Removing the mystery of ‘how to do’ literacy • Motivation and engagement to learn • In-class focus – ‘ALL becomes the way we do

    things around here’

    • Transfer of learning for students to different learning situations, transfer of teacher learning between teachers, across teams, across schools

    • Importance of classroom data • Whole part whole teaching • ‘I do it, we do it, we do it, we do it, you do it’.

  • New Learning

    • Teaching as Inquiry processes • Improved tracking and monitoring of student

    progress

    • Shifts in teacher pedagogy and teacher practice

    • Development of the leadership team • Student self-efficacy, agency and voice

  • Quantitative data 2016

    0

    50

    100

    150

    200

    250

    300

    Reading Writing both

    Reading/Writing

    2292 46%

    1794 36%

    453 9%

    465 9%

    Ethnicity overall

    NZ E

    M

    P

    48

    69 61

    50

    85

    0

    10

    20

    30

    40

    50

    60

    70

    80

    90

    0-20 21-30 31-40 41-50 50+

    Hours of Intervention

    34 30

    46 41

    59

    38 31

    48

    21 19

    0

    10

    20

    30

    40

    50

    60

    70 Decile

  • So what makes a difference?

    The recognised strategies and learning conditions that impact on student learning look very similar, over four years of tracking through school reports.

  • We expect that you will use what is known as a starting place for your intervention work.

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