Books with Strong Female Role Models

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Reading Comprehension – Using Evidence

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Text Dependent Questions

The phases of close reading
What does the text say?
How does the text work?
What does the text mean?
What does the text inspire you to do?

The distributed scaffolds of close reading
1. Multiple readings
2. Collaborative conversations
3. Annotations
4. Thoughtfully planned Text-Dependent Questions


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Text Dependent Questions

What does the text say? (General understanding and key details)
How does the text work? (vocabulary, structure, and author’s craft)
What does the text mean? Logical inferences and intertextual connections)
What does the text inspire you to do? (write, investigate, present, debate)

Nancy Frey and Douglas Fisher San Diego State University, USA

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Teaching for Effective Learning
The TfEL document is a description of an exemplary classroom, which all of us should aim to emulate. The National Standards for Teachers is a rubric which breaks down the skills of a teacher into different hierarchical stages – not necessarily aligned with experience.

Indicators of success/ effective learning:
Growth in student learning
Engaged students
Self sufficient students – familiar with processes and expectations, willing to take on responsibility for themselves as learners, because they have a clear vision of what they are working towards
Students able to verbalise learning, goals and describe achievements – meta-language used
Student feedback to the teacher indicates their positive perception of impact of teaching, and allows for open questioning to further enable personalised learning and connection

Important starting points:
Assessment to determine where students are on the learning continuum in different areas
A clear picture of the learning continuum, including evidence: what students do, make, write and say at different stages.
Observations of what students currently do, make, say and write – targeted/ specific/ systematic
Differentiated strategies to take into account needs of students (NB: not differentiated curriculum. Students at a particular year level have the right to access the curriculum of that year level. Strategies to accommodate learning needs are the focus here. Grouping structures, exploration, explicit teaching, models, think, pair, share, reference materials, videos to review teaching points, ICT to enhance opportunities, etc.)

Developmental continua such as:
Words Their Way – Spelling continua
Booker Numeracy tests
EALD-Language and Literacy Levels
Abcdarian assessment
One minute maths tests


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ATC21S – Empirical progressions

Teachers need to become systematic observers.

Developmental Progressions
Teachers a an use developmental progressions to:
Monitor the development of student skills
Identify the point of intervention
Identify learning strategies
Look ahead to plan goals

Social skills for successful collaborative problem solving
Participation skills
-Task completion skills
Perspective-taking skills
-Audience awareness skills
Social regulation skills
-Metamemory skills
-Transactive memory skills
-Negotiation skills
-Initiative skills

Cognitive processing skills for successful collaborative problem solving
Planning, exploring and collating skills
-Problem analysis
-Goal setting
-Resource management
-Planning complexity
Executing and monitoring skills
-Forward search
-Breadth-first search
-Depth-first search
-Backward search
-A means-ends-analysis
-Information acquisition skills
Flexibility skills

Learning skills

Perspective-taking skills





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Patrick Griffin Article – The Changing Role of Education and Schools

Expediture on education and health represents an investment in human capital, because they raise earnings, improve health and add to person’s quality of life. Also results in productivity growth.

Wonder if the politicians are keeping up to date with this current research!!

Ways of Thinking
creativity and innovation
critical thinking
problem solving
learning to learn
development of metacognition

Ways of Working
team work

Tools for Working
information and communication technology (ICT) skills literacy

Living in the World
local and global citizenship
life and career development
personal and social responsibility
KSAVE: knowledge, skills, attitudes, values, ethic

Ways of Learning and ways of teaching considered in development of assessment strategies

2 skills chosen for development
1. Collaborative Problem Solving
2. Learning in a digital world

Collaborative Problem Solving
recognise perspectives of other persons in group
participate as a member of the group by contributing knowledge, experience and expertise
recognise need for contributions and how to manage them
identify structure and procedure involved in resolving a problem
as a team member, build and develop knowledge and understanding

Learning in a Digital World
learning as a consumer of information
learning as a produced of information
learning in the development of social capital
learning in the development of intellectual capital

Implications for Pedagogy
increase higher order thinking and problem solving

What students do, say, make or write

Manipulation of the learning environment – classroom management, intervention strategies, resources used to facilitate learning
All this is guided by a developmental framework of student learning

Policy Implications of Assessment
1. Assessment
2. Generalisation
3. Intervention
4. Resource Allocation
5. Policy development

Assessment data must be based on skills not scores, and must have the capacity to reflect readiness to learn, rather than achievements or deficits.

Assessment for change informs learning and teaching; assessment for current state informs policy.


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Inquiry and Thinking

Inquiry and Thinking

Inquiry Learning


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Reflections on Literature Circles

Students have been introduced to some texts they probably wouldn’t have self selected
Interest level is high for most texts: The Angel Experiment, George’s Marvellous Medicine, Tuck Everlasting, Mrs Frisby and the Rats of NIMH, A cage of Butterflies (not sure about The Tunnels of Ferdinand)
Informal discussion is interesting to hear
Students who have been given specific roles are responding well. – Summarising
Yesterday students made some great connections between their books and the class novel – Mrs Frisby and the Rats of NIMH. (And sounded very good when feeding back highlights of their conversations, just in time for the visiting parents on Open Morning.)
Process of modelling strategies with class novel as a class and then getting students to work together with their partner, and then independently to practise the strategy is working well.

Timing, staying at the same point in the story
Some want to race ahead, and others are going at a much slower pace
(I decided that I wouldn’t put the brakes on those who wanted to read ahead, because part of my goal was to challenge the more able students.)
Haven’t really made time to have regular group times to get discussion happening, even though students have been working on their role.
Need clearer expectations for mini-books

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This looks really interesting

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