Learning ProgressionsLearning ProgressionsRed Beach SchoolRed Beach School

Hellen Healey and Andrea SmeeHellen Healey and Andrea Smee

Red Beach School is a community empowering life long learners who can achieve and make a difference.

Quotes About LearningQuotes About Learning

““The test of successful education is not the The test of successful education is not the amount of knowledge that pupils take away amount of knowledge that pupils take away from school, but their appetite to know and from school, but their appetite to know and their capacity to learn.” their capacity to learn.”

Sir Richard Livingstone 1941Sir Richard Livingstone 1941

““Pedagogy should at its best be about what Pedagogy should at its best be about what teachers do that not only helps students to teachers do that not only helps students to learn but actively strengthens their capacity learn but actively strengthens their capacity to learn.”to learn.”

David Hargreaves, 2004David Hargreaves, 2004

Purpose of the sessionPurpose of the session

To find how we produced and use To find how we produced and use progressions to support learning at RBSprogressions to support learning at RBS

To see how they help move the locus of To see how they help move the locus of control towards the childrencontrol towards the children

To see how teachers have used them To see how teachers have used them within the classroom environment to within the classroom environment to help make an OTJhelp make an OTJ

Managing Self is an important part of the Key Competencies and directly links to our Life Long Learning dispositions

EmpowermentEmpowerment

The use of progressions empowers The use of progressions empowers our children so that they know:our children so that they know:

Where they are as a LearnerWhere they are as a Learner What their next learning step isWhat their next learning step is How to get thereHow to get there

Don’t make learning a Don’t make learning a secret!secret!

John Hattie – talks about best teaching John Hattie – talks about best teaching practice being those approaches which practice being those approaches which achieve an effect size of above 0.4achieve an effect size of above 0.4

Such practices include having learning Such practices include having learning intentions and success criteria, peer intentions and success criteria, peer tutoring, setting challenging goals, self tutoring, setting challenging goals, self reporting gradesreporting grades

Progress?Progress? How can you set goals and report grades if How can you set goals and report grades if

you do not know what progress looks like and you do not know what progress looks like and what the possibilities are?what the possibilities are?

Teachers, students and parents need to have Teachers, students and parents need to have a common conception of what progress looks a common conception of what progress looks like – “exposing the information” like – “exposing the information” John HattieJohn Hattie

The progressions we have produced bring The progressions we have produced bring greater clarity to these issues for teachers, greater clarity to these issues for teachers, students and parentsstudents and parents

NumeracyNumeracy

Teachers were unsure of the Teachers were unsure of the progression path within each of the progression path within each of the number domainsnumber domains

We found stages 5 to 8 of the NP too We found stages 5 to 8 of the NP too broad and lacking in detailbroad and lacking in detail

Children found student profiles too Children found student profiles too vague and often did not really vague and often did not really understand the languageunderstand the language

We We needed a needed a solution...solution...

The Numeracy progressions were The Numeracy progressions were compiled using the Framework and compiled using the Framework and the other Numeracy booksthe other Numeracy books

They align with the standards as They align with the standards as they were based on the frameworkthey were based on the framework

Each domain is broken down into Each domain is broken down into three parts from stage 5 onwardsthree parts from stage 5 onwards

We have used Basic, Proficient and We have used Basic, Proficient and Advanced terminology to align with Advanced terminology to align with asTTleasTTle

Each stage shows examples of the Each stage shows examples of the types of problems encountered but types of problems encountered but with increasing complexity with increasing complexity

They have been written in child speak They have been written in child speak so the students can understand them so the students can understand them and can use them to inform their and can use them to inform their learning and answer the 3 questionslearning and answer the 3 questions

DomainsDomains

Addition and Subtraction

Multiplication and DivisionMultiplication and Division

Fractions Ratios and proportionsFractions Ratios and proportions

Addition and SubtractionAddition and Subtraction

Multiplication and DivisionMultiplication and Division

Fractions Ratios and proportionsFractions Ratios and proportions

NZ Curriculum NZ Curriculum Mathematics Mathematics

StandardsStandards

LiteracyLiteracy Previously, we had had a very linear Previously, we had had a very linear

rubricrubric

It did not give children or teachers any It did not give children or teachers any real guidance as to how well they were real guidance as to how well they were progressing within the level or show the progressing within the level or show the next learning stepnext learning step

It raised huge questions with the staff…It raised huge questions with the staff…

How can we support the How can we support the children so they clearly know children so they clearly know what their next learning step what their next learning step

is?is?

Producing the writing Producing the writing ProgressionProgression

Using the writing exemplars and the draft Using the writing exemplars and the draft standards we broke down each level to standards we broke down each level to create a progressioncreate a progression

Each proposed level was taken back to the Each proposed level was taken back to the horizontal teams for critiquehorizontal teams for critique

They were trialled and used to moderate They were trialled and used to moderate workwork

Through our strategic plan we are coming Through our strategic plan we are coming back to re-evaluate them against the back to re-evaluate them against the National StandardsNational Standards

Writing Level 2-3Writing Level 2-3

ReadingReading

Developed what we had already up to Developed what we had already up to the end of the colour wheelthe end of the colour wheel

Literacy leaders made the early ones Literacy leaders made the early ones into a progression into a progression

Literacy Leader developed draft Literacy Leader developed draft progressions to the end of Level 3progressions to the end of Level 3

Aligned progressions with the Literacy Aligned progressions with the Literacy Learning Progressions and the Learning Progressions and the standards.standards.

CritiqueCritique

Horizontal teams critiqued against Horizontal teams critiqued against the published documents the published documents

Feedback/changes madeFeedback/changes made Trialed within classes at group levelTrialed within classes at group level Used to support OTJUsed to support OTJ Work in progressWork in progress

ReadingReading

Green to Turquois

e

8.5- 12+ (1)

8.5 - 12+ (2)

Other progressions in the Other progressions in the pipelinepipeline

Oral

Spelling

Community

Hearts and values

So lets go and see them in So lets go and see them in action…action…