TEACHING, LEARNING

& PLANNING

Prepared by Jacquie Taylor

Dare to Lead consultant, S.A.

“Unfortunately many teachers and schools feel that change comes from the ‘outside-in.’ .....Those schools that appear to be more successful than most at managing school improvement begin with student learning goals. It is as if they ask “What changes in student performance do we wish to see this year?”David Hopkins, from a paper “Improving the Quality of Education for All as an ‘authentic school’ improvement programme”. 2001. (page 19 What Works, The Work Book.)

Three inter-twined processes essential for success:

(Teaching, learning and planning)

The teaching focus has to be on the individual child’s needs

Successful learning can only be assured if we ‘measure’ the progress made by each individual child

Where to begin?

•Identifying individual needs, (not just academic )– importance of relationships and acknowledgement of identity)

•Establishing time effective monitoring procedures so that planning is always in response to students’ needs and thus relevant and appropriate

Continuums/checklists are useful

Professional knowledge is essential eg being able to identify Pivotal Points in language development. (outlined later)

Personal knowledge of students is essential eg health, family history, cultural heritage

Holding a mental framework, eg Pivotal Points, from which you plan around needs, ensures relevant developmental learning activities are presented

Maintaining good useful data is essential for assessment and to direct programming

TO BE EFFECTIVE THERE NEEDS TO BE

• a management team approach• clearly articulated areas of responsibility• systematic planning

(which includes practical support)

TO SUCCESSFULLY MONITOR

the learning outcomes of

Indigenous Students/Students

at Risk a ‘Whole of School’ focus is

needed

School Goals• School Policies and matching procedures• Agreed to practice

• Consistent testing instruments• Consistent recording instruments regular review/monitoring practices

Many schools have developed comprehensive monitoring and recording procedures. I acknowledge the work of the staff at The Hills Montessori School and thank them for allowing me to use their work in this presentation.

The ‘Pivotal Points’ checklist was devised by the staff of The Hills Montessori School with the support of consultants. They were incorporated into school policies and procedures which were acknowledged with a National Literacy Award for achieving outstanding success in monitoring and improving the literacy outcomes of ‘students at risk’.

The checklist proved very useful in identifying what young children had achieved in early stages of language development. Thus giving direction for lesson planning.

An essential component of good planing is to gather contextual information.

Gathering relevant information:

PIVOTAL POINTS OF LEARNING FOR LITERACYWRITING, SPELLING, READING : PRE-REQUISITES FOR LEARNING:(Information gathered at end of Pre School)

Medical history:•Eye bifocalling, hearing, speech, gross and fine motor coordination,dominance eye, hand, leg•pen grip•Has child typically moved through mile stones eg age of talking, (from first words – phrases-sentences) crawling (and style) walking,

Family history:•Illnesses of note eg epilepsy, diabetes•Social development of child eg ability to share, seeks out company, able to develop and maintain friendships•Significant events that may have emotionally effected child

Teacher early Entry testing:•To add to checklist whether child is predominately visual or aural

Back to the beginning:

AFTER IDENTIFYING ‘WHERE THE STUDENTS ARE AT’

•What do you ‘teach’?

•How do you ‘teach’?

The planning process:• What concepts are you going to introduce or re-visit? (eg selecting from a curriculum framework eg SACSA)

• What skills do you want students to achieve ie

•Academic

•Social

•Physical

• What attitudinal development do you wish to foster?

WHAT CONTENT?:

• Content / topics are the vehicles to assist with concept development. Focussing on concept development provides students with a mental framework to make sense of future experiences. Simply ‘teaching’ facts results in overcrowding the memory and blocking the ability to engage in higher order thinking

There needs to be a comprehensive School Curriculum Map that depicts which aspects of content should be/are covered at what year levels:-

So that if the same area is covered it is done in a way that reflects a spiral curriculum framework ie re-visiting concepts in a deeper and broader way in line with student development

To achieve these planning goals we need to focus on our professional knowledge

Planning Goals:

THE HOW IN THE PLANNING PROCESS:

• employ an adaptive and remedial approach (this requires professional knowledge)

• present new work in the most effective sequence to assist with conceptual development

• make students predisposed to learning• make the material presented easy to grasp

We need to focus on

• How people learn ie modes of learning

• iconic

• symbolic

• enactive

( A combination of thinking, seeing and doing)

• Preferred learning styles

• Thinking and processing skills eg Bloom’s Taxonomy, De Bono’s thinking hats

• Multiple intelligences

BLOOM’S REVISED TAXONOMYCreating

Generating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

EvaluatingJustifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judgingAnalysing

Breaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding

ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

UnderstandingExplaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying, explainingRemembering

Recalling informationRecognising, listing, describing, retrieving, naming, finding

GARDNER’S MULTIPLE INTELLIGENCES

• Interpersonal: ability to relate and understand people

• Intrapersonal: ability to self-reflect and be aware of one’s inner state of being

• Bodily/kinaesthetic: ability to control body movements and handle objects skilfully

• Visual/spatial: ability to perceive the visual

• Verbal/linguistic: ability to use words and language

• Musical/Rhythmic: ability to produce and appreciate music

• Logical/mathematical: ability to use reason, logic and numbers

• Naturalistic: ability to appreciate the natural world

• Spiritual: awareness of and ability to reflect upon spiritual qualities eg ESP

De Bono’s Thinking Caps:The Six Thinking Hats (or modes)

The White HatThe White Hat calls for information known or needed.

The Red HatThe Red Hat signifies feelings, hunches and intuition.

The Black HatThe Black Hat is judgment -- the devil's advocate or why something may not work. The Yellow HatThe Yellow Hat symbolizes brightness and optimism.

The Green HatThe Green Hat focuses on creativity: the possibilities, alternatives and new ideas.

The Blue HatThe Blue Hat is used to manage the thinking process.

READING:

• Speech to print match

• Recognises a phonemic relationship between letters and sounds

• Uses sight words to gain fluency in early reading

• Understands a sentence as a sensible idea

Pivotal Points checklist for

reading, writing & spelling

Pivotal Points continued:

WRITING:

• Concept of word

• Leaves spaces

• Concept of sentence A statement of a sensible idea

• Moves from simple to more complex sentence structure

SPELLING:

• Have developed a relationship between letters and sounds

• Pen grip (enough hand:eye coordination to be fluent)

• Applying Phonemic awareness(is an understanding about the sound structure of spoken words, that words are made up of sounds and these are represented in print by letters)

Spelling continued:

• Develop a sense of word structure to allow them to become transitional spellers

• eg. Able to ‘move past’ physical stage of writing words as formed by mouth and as sound heard and connected to a specific letter

• Able to associate patterns with sounds as discrete units

Summary:

By using these frameworks and by responding to individual identified needs we are able to provide learning activities that are:

• adapted to needs

• inclusive

• comprehensive in covering different learning styles

• going to engage the learners

• going to provide an efficient mental framework for processing information

Please note the following checklists should not be included in the power point for distribution unless permission is sought from The Hills Montessori School.

Also may not have wide usage because of the differing school structures.

Students at Risk IndicatorsCycle 1:Preschool

Name: Date of Birth:Age: Date Began at H.M.S.

Academic Development: YES / NO

Is making progress in learning e.g. letters, numbers, coloursComments:

……………………………………………………………………………………………………………………………………………………………………………………………………Phonemic Awareness Concepts

about Print Recites nursery rhymes Front of Book Recognises rhyme Where to StartTells first sound in name Left to Right

Convention Tells first sound Left page

Before rightComments:

……………………………………………………………………………………………………………………………………………………………………………………………………

Students at Risk Indicators: Cycle 1: (3-6 year olds) continued

Emotional / Social Development: Inappropriate reactions to social problems e.g. violence, overuse of crying, sulking etc. Easily distracted, rarely finishes tasks Children who stick to the same activity for long periods without moving on Perfectionists (over reaction to mistakes, easily embarrassed) Isolated – not engaging in activities that build friendships Seeks adult attention often Inability to cope with reasonable changes Constantly tired, unable to concentrate Excessive use of activity (repetitive actions e.g. mouthing, masturbation, movement) Withdrawn child Hyperactive Submissive victim behaviour Attention seeking using negative behaviours Self mutilations Anxiety – biting nails, sucking, nervous tics, rocking, under / over eatingDisruptive behaviours Comments:……………………………………………………………………………….

Students at Risk Indicators: Cycle 1: (3-6 year olds) continued

Physical Development

Eyes – squinting, close or far positioning of head when working or reading Hearing – turning head to listen, not listening Cross dominance Can hop, jump, run Can balance on one leg Clumsy, falling over lots, bumping into things Lack of muscle strength e.g. weak hands, legs etc Unclear speech Poor hand co-ordinationComments:…………………………………………………………………………………………………………………………………………………………………………………………

Students at Risk IndicatorsCycle 1:Primary

Name: Date of Birth: Age:How long in school? Attended Preschool? Yes No Age of entry into Cycle 1 (primary) Age of exit from Cycle 1 (primary)

How many terms in Reception? How many terms in Year`1?

Record of most recent school tests administered & results:Academic Development / Progress Indicators:

READING: YES NO

End of Reception:

Reading Recovery Level 4 Point to each word when reading (speech to print) Phonemic relationship is becoming well established Can discriminate each sound in three letter words

End of Year 1: YES NOReading Recovery Level 15 Recognises all letter sounds & names Recognise simple digraphs – sh, ch, th, ee, oo

SIGHT WORDS:

End of Reception:

First 25% of most frequently used words End of Year 1:

Recognise 60% of most frequently used words STORY WRITING:End of Reception:

Concept of word (a group of letters with a space at either side) Writes a readable sentence

End of Year 1:Writes three loosely connected readable sentences

linked by a common thought

SPELLING:

End of Reception:

Spells three letter words (CVC) End of Year 1:

Be at a phonemic level of development

HANDWRITING:

End of Reception:Writing readable letters

End of Year 1:Correct pencil grip Able to write with some fluency Most letters correctly formed – lower & upper case

MATHS:End of Reception:

Recognises numerals 1-20 Oral counting to 20 One to one correspondence to 10

Compute + to 10, - to 10 Make simple repetitive patterns

End of Year 1:Recognises numerals 1-50 Solve +, - problems to 20 Oral counting to 100

Physical Development / Medical HistoryObservations: (written comments made by teachers)

Level of Gross Motor SkillsLevel of Fine Motor Skills

Visual Screening (from 5 year old testing)Audio Screening (from 5 year old testing)

Speech DevelopmentComments on Physical Development:

Students at Risk Indicators Cycle 2Name: Date of Birth:

Age: At Risk Level:Record of most recent school tests administered & results:

Reading Age Test Administered…………………………………Result:…………Spelling Age Test/s Administered: ………………………… Result:….. ……Maths Age Test/s Administered: ………………………… Result:….. ……

Reading Age:Above C.A. Within 6 month range Between 6-12 months below C.A. 12 months below C.A.

Spelling Age:

Above C.A. Within 6 month range Between 6-12 months below C.A. 12 months below C.A.

Academic Development / Progress Indicators:Rarely Sometimes Consistently

Reads fluently & coherently …………… …………. ……………..Makes use of a variety of reading strategies to construct meaning ………….. ………… ……………..

Reads & comprehends a variety of texts …………… ………… ……………..Spells commonly used words correctly …………… ………… …………….. .Makes use of spelling patterns …………… ………… ……………..Uses correct pencil grip & posture Forms & joins letters correctlyRecognises the place value of numbersIdentifies & demonstrates understanding of Mathematical processesComments:……………………………………………………………………………………………………………………………

……………

(Indicators for cycle 2 continued)Emotional / Social Development:

Rarely Sometimes ConsistentlyCo-operates with others – in class & playgroundDemonstrates positive self esteem .Accepts responsibility for own behaviourAble to concentrate for an appropriate amount of timeRegular punctual attendanceComments:

………………………………………………………………………………….etcEmotional / Social Development: YES NO YES NO

Concentrates on task Able to follow instructions Works independently Happy to come to school Waits turn Settled in environment

Contributes to discussions

Physical Development / Medical HistoryObservations:

Level of Gross Motor SkillsLevel of Fine Motor SkillsVisual Screening (from 5 year old testingAudio Screening (from 5 year old testingSpeech Development

Comments on Physical Development:

(Indicators for cycle 2 continued)Medical History

Eyesight concerns………………………………………………………………………...Hearing concerns……………………………………………………………………Speech concerns………………………………………………………………………...Psychological concerns …………………………………………………………….Other concerns……………………………………………………………………………………Any relevant medical history……………………………………………………………………………………Review existing medical history documentation in the school Review existing records from other professionals Contact parents to update medical history

Record of Other Professionals:

Who & When:……………………………………………………………………………………Who & When:……………………………………………………………………………………Who & When:……………………………………………………………………………………

General Comments:Signed: …………………………………………………….Date:

Students at Risk Indicators Cycle 3Name: Date of Birth: Age:

At Risk Level:Record of most recent school tests administered & results:

Reading Age:Above C.A. Within 6 month range Between 6-12 months below C.A. 12 months below C.A.

Spelling Age:Above C.A. Within 6 month range Between 6-12 months below C.A. 12 months below C.A.

Academic Development / Progress Indicators:Rarely Sometimes Consistently

Sustains coherence in written work . ____.____.____.____.____.____.____.____.

Spells commonly used words correctly in written work. .____.____.____.____.____.____.____.____.Makes use of spelling patterns in written work .____.____.____.____.____.____.____.____.Spells commonly used words correctly in spelling reviews. __.____.____.____.____.____.____.____._ .Makes use of spelling patterns in spelling reviews .____.____.____.____.____.____.____.____.Reads fluently & coherently .____.____.____.____.____.____.____.____.

Makes use of a variety of reading strategies to construct meaning _.____.____.____.____.____.____

Reads & comprehends a variety of texts _.____.____.____.____.____.____.____.____.Forms & joins letters correctly in book work .____.____.____.____.____.____.____.____.Recognises place value of numbers to one million . __.____.____.____.____.____.____.____.____.

elects &/or uses appropriately the four Mathematical processes .____.____.____.____.____.____.____.____.

Comments:

Emotional / Social Development: Cycle 3 cont. Rarely Sometimes Consistently

Interacts appropriately with other in different situations ____.____.____.____.____.____.____.Co-operates with others (groups & 1:1) ____.____.____.____.____.____.____.Respects other (opinions, feelings, difference) ____.____.____.____.____.____.____.Demonstrates positive self esteem ____.____.____.____.____.____.____.Accepts responsibility for own behaviour ____.____.____.____.____.____.____.Appropriate classroom behaviour ____.____.____.____.____.____.____.Able to concentrate for an appropriate amount of time ____.____.____.____.____.____.____.Demonstrates a positive attitude towards learning ____.____.____.____.____.____.____.Regular punctual attendance ____.____.____.____.____.____.____.

Comments:Physical Development / Medical History

Rarely Sometimes ConsistentlyMaintains personal hygiene ____.____.____.____.____.____.____.Displays good co-ordination skills ____.____.____.____.____.____.____.

Comments:…………………………………………………………………………………………………………………………

Medical HistoryEyesight concerns Hearing concerns Speech concerns Psychological concerns

Other concernsAny relevant medical historyReview existing medical history documentation in the school

Review existing records from other professionalsContact parents to update medical historyRecord of Other Professionals:Who & When:General Comments: