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Improving Literacythrough SSEDay 3
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Overview of SeminarSession 1
9.30 – 11.00
• School reflection on school improvement experiences• Implementing school improvement in literacy
11.00 – 11.15 Coffee
Session 2
11.15 – 12.45
• Implementing school improvement in literacy
1.00 – 1.45 Lunch
Session 3
1.45 – 3.30
• Monitoring school improvement in literacy• SSE consolidation activity• Moving forward
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Overview of Day 1
• Data Gathering
• Data Analysis
• Reading Fluency
Overview of Day 2
• Implementing
• Monitoring
• Writing
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• How are we reflecting on pupils’ learning experiences?
• How are pupils reflecting on their own learning experiences?
• How are we reflecting on our own teaching practice?
• How are we using this information?
School Reflection
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Day 3 Objectives
• To provide opportunities for school reflection
• To explore step 6 of the SSE process through the lens of oral language
• To provide opportunities for consolidating the SSE process
• To promote best practice in the teaching and assessment of oral language
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Effective monitoring of the SIP happens at
individual classroom and whole school level
SSE involves establishing a culture of
enquiry in the school and in the classroom
A number of key components inform the planning, teaching and
assessment of oral language
Key Messages
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Question Board
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Gather the evidence
Analyse the evidence
Draw conclusions
Write school self-evaluation report
Devise school improvement plan
Implement and monitor improvement plan
The 6 step process
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Step 6, the final step, is vital if the SSE process is to bring about improvement. It is only when the actions in the improvement plan are implemented that the work of the school can improve. All relevant school personnel should be aware of the actions to be implemented at individual teacher, class, or whole-school level. These actions should become part of the normal teaching and learning process.
SSE Guidelines, p.19
Step 6: Implement and Monitor
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Exploring the School Improvement Process
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Implementation
Specific Focus:
Oral Language
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Spelling
Free Writing
Vocabulary
Handwriting
Punctuation
Grammar
Develop Listening
& Speaking
Skills
Teach a Variety of
Spoken TextsTeach and
Extend Vocabulary
and Conceptual Knowledge
Promote Auditory Memory
Create a Language Learning
Environment
Genre(Written Text
Types)
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Develop Listening & Speaking Skills
Teach a Variety of Spoken Texts
Teach and Extend Vocabulary and
Conceptual Knowledge
Promote Auditory Memory
Create a Language Learning
EnvironmentStorytelling Oral ReportsDiscussions
Interest TalksQuestioning and
InquiryInstructions
Conversations Arguments &
Debates
Physical Environment
Classroom Culture
• Dialogic Classroom
Broad Rules that Govern Social Interactions
Use of Voice (paralinguistic skills)
Use of Non-verbal Behaviours
(extra-linguistic skills)
Awareness of Audience
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Develop Listening & Speaking Skills
Teach and Extend Vocabulary and
Conceptual Knowledge
Promote Auditory Memory
Create a Language Learning
Environment
Arguments and Informal Debates
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Teaching the Spoken Text Types
Independent Speaking and Listening
Guided Speaking and Listening
Shared Speaking and Listening
Modelled Speaking and Listening
Topic preparation
Discovery
Familiarisation
Imitating and Repeating
Recasting & Expanding
Prompting QuestioningModelling
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Familiarisation with the Spoken Text Type
• Listening to arguments and debates
• Watching video excerpts of arguments and debates
• Reading written genres related to the spoken text type
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• Work in small groups –allocate one person to be the observer
• Each group will be allocated a topic - think about your point of view and your justifications
• Have a discussion about the topic, ensuring that each group member gets to put across their point of view
Discover the framework and language features
• Observer takes notes under a number of designated criteria
• Observer provides feedback to the whole group
• Teacher collates the observations on a ‘living chart’
What TV programme should be banned and why?
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Use cross-curricular topics and themes as the basis for oral languageIn preparing for an argument or a debate for example, we might;• Use Graphic Organisers (eg. Speech Pyramid)• KWL Chart• Brainstorm the topic • Research the topic
- books- internet- videos
• Create Word Taxonomies related to the topic
Topic Preparation
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SPEECH
SITUATION
SPEECH EVENTS
SPEECH ACTS
SPEECH PYRAMID
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SPEECH PYRAMID
Children should be
allowed have
televisions in their
bedrooms.
Supporting
Evidence1
2
3
Alternative
Position
1
I strongly disagree with
the statement that all
children should be
allowed have a
television in their
bedroom.
On the other
hand, one might
argue that
television is very
informative and
can be used as
an educational
tool.
It is clear that this is a
complex argument which
needs to be onsidered
from a number of points
of view. In summary
however, it is clear that
children should not have
televisions….
To illustrate my
point, I would
like to propose a
number of
arguments.
Firstly, consider
the following;
1. Lack of
exercise
2. Inappropriate
content
3. Lack of
socialisation
SPEECH
SITUATION
SPEECH
EVENTS
SPEECH
ACTS
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SPEECH PYRAMID
Going on a
Message
Good morning Ms
Murphy, my name is
John Paul from room 2
Mr Ó Breacháin
wants to know if
you have any
white paint that
he could
borrow?
Go raibh míle maith
agat. Slán go fóil!
I have a
message
from Mr Ó
Breacháin
in room
2…
SPEECH
SITUATION
SPEECH
EVENTS
SPEECH
ACTS
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Modelled Speaking and Listening
• The explicit demonstration of a speaking and listening text-type, behaviour, interaction or convention.
Key Features • Sessions are brief: five to ten minutes. • Sessions have a clear, singular focus. • Clear Think-Aloud statements are used.
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Shared Speaking and Listening
• The teacher provides the
direction and invites students to contribute
• Pupils contribute ideas and
information. Decision making is
negotiated between the teacher and
student.
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• Pupils do the speaking and
listening with help from the
teacher or other sources at
pre-determined points.
Guided Speaking and Listening
• The teacher supports
the children and
provides feedback.
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Independent Speaking and Listening
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How do we teach it?
In SummaryWhat do we teach?
Develop Listening
& Speaking
Skills
Teach a Variety of
Spoken Texts
Teach and Extend
Vocabulary and
Conceptual Knowledge
Promote Auditory Memory
Create a Language Learning
Environment
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Assessment
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Support Material
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Exploring the School Improvement Process
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“the gathering and use of information at specified intervals to check if the required improvements are being made is necessary.”
SSE Guidelines, p.19
Monitoring
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Monitoring at Whole School Level
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Monitoring at Individual Classroom Level
Assessment in the Primary School Curriculum: Guidelines for Schools (2007)
http://www.pdst.ie/English
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Question Board
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• Consider possibilities for implementing actions
• Consider possibilities for monitoring actions – formal and informal
• Consider possibilities for monitoring progress
• Consider the timeline in your school improvement plan
• Other?
Moving forward…
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School-Self EvaluationTeaching & Learning Framework; 6 Step SSE Process; gathering, collating & analysing relevant data; implementing the SIP for
literacy, numeracy and any other area of teaching & learning.
Health and Wellbeing SPHE including Child Protection and Stay Safe Relationships and Sexuality Education (RSE) Active Learning Methodologies Anti Bullying-Procedures and Policy, Awareness
Raising, Intervention, Prevention and Intervention Strategies
PE Wellbeing for teachers
PDST Websites
www.pdst.iepdsttechnologyineducation.iescoilnet.ie (portal for resources)teachercpd.ie (on-line courses)
Overview of PDST Primary Supports for Leading Learning in the 21st Century
www.pdst.ie/schoolsupport
Models of support:in-school support (in-class modeling, meeting principal/groups of teachers, Croke Park hrs), seminars, workshops, clusters
Literacy SSE & strategies for improving
oral language, writing, reading and the use of broadcast /digital media.
NumeracySSE & strategies for improving
numeracy. Supporting the development of Mathematical
thinking.
GaeilgeTacaíocht chun Curaclam na Gaeilge a chur i
bhfeidhm i Scoileanna T1&T2, Féinmheastóireacht Scoile, chomh maith le
tacaíocht lán Ghaeilge a sholáthar do Ghaelscoileanna agus scoileanna sa
Ghaeltacht.
Integrating ICT - PrimaryActive Learning Methodologies- Key methodologies of the primary curriculum through the effective use of ICT.Literacy & Numeracy – Creating, developing and using ICT to create teaching resources in all areas of primary literacy and numeracy.SSE – Online tools for gathering, collating & analysing relevant data.eAssessment & ePortfolios – Assessment of / for learning with ICT.ePlanning & Collaboration – Google Apps for Education.Tablet Technology Integration – Pedagogy, Curriculum & SEN Virtual Learning Environments (VLEs) – Google Classroom, Edmodo
PDST Leadership ProgrammesMisneach.....New PrincipalsTánaiste.......New Deputy PrincipalsTóraíocht.....Aspiring Leaders accredited by
Maynooth UniversityForbairt .......Experienced Principals & ALNsSpreagadh...NAPD & PDST collaboration
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The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed
by Dublin West Education Centre
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