Differentiating Literacy Instruction to increase Student Success

In order to develop an effective affective approach to differentiate literacy instruction to increase student success

for literacy learners, we need to ensure the following…

A PowerPoint Presentation by Marion PiperNovember 2015

Our RationaleTo enable quality learning every day in every experience for the EAL/D learner for life, our focus needs to be:

Creativity and Innovation Excellence and Achievement Thriving and Belonging Cultivating a Passion for literacy

The Melbourne Declaration on Educational Goals for Young Australians (2008) identifies two goals to improve the educational outcomes for all young Australians to enable them to live fulfilling, productive and responsible lives.

These educational goals include:

Goal 1: Australian schooling promotes equity and excellence

Goal 2: all young Australians become:

Successful learners Confident and creative individuals

Active and informed citizens

The Research

English aims to ensure that students:

learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose

appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue

understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning

develop interest and skills in inquiring using ICT to support teaching and learning

The Australian Curriculum- outcomes for English (Language, Literature and Literacy) -

Teachers of the EAL/D students would be encouraged to consider:

What am I required to teach?

What should EAL/D students have the opportunity to learn?

What are the expected and valued qualities of children’s work?

How will I assess in order to measure our success in improving student outcomes?

This would have been achieved through collaborative team work and planning through inquiry, term planners, yearly overviews and work programmes.

Identify English Curriculum(listening, reading, viewing, speaking, writing and creating)

A Plan: Quality TeachingIf we combine the research to align with the Australian Curriculum Outcomes for English through differentiating the curriculum,

then collectively we can ensure we can improve the educational outcomes and thus increase student success for EAL/D literacy learners.

A Plan: Quality LearningEnglish is of fundamental importance in all years of schooling.

Staff need to have a commitment to action.

Relevant professional learning reflected in professional practice and application needs to guide whole school English curriculum and assessment planning.

What are our outcomes for English Teaching and Learning? We want EAL/D students at our school to be confident communicators, imaginative thinkers and informed citizens.

In order to achieve this, we need our students to have knowledge and skills to enable them to engage imaginatively and critically with literature.

This means teachers need to have a mix of innovation with skills being taught through a comprehensive literacy programme.

A Plan: Quality Resourcing

In order to make decisions about teaching and learning English to EAL/D students, consideration needs to be:

What do we need to prioritise within the next term and beyond? What do we need to address for these learners within this time frame?

Creating an Effective English Teaching and Learning Programme for the EAL/D Year 6 learner:

What does this look like? What do we see?

how the teaching and learning of English supports EAL/D student needs how learning was sequenced and developed within and across the other year levels in English how teaching, learning, assessment and reporting for English were aligned how data and evidence about student achievement and progress in English informed decisions about the way in

which we need to teach and learn with our EAL/D students in order for student learning outcomes to be achieved

Planning the Differentiated Year 6 (EAL/D) English Learning Area:

This would have been achieved by planning the curriculum and assessment using the Australian Curriculum content descriptions and achievement standards:

Identify curriculum – reflect on current practice (explicit teaching of skills and knowledge in phonics and grammar, with relevant ICT experiences to support learning experiences)

Develop assessment (consistent across all year levels, yet differentiated where necessary for the EAL/D student)

Sequence teaching and learning (to constantly improve learning outcomes and meet EAL/D needs)

Make judgments (differentiation embedded in documentation, pedagogy and evidence)

Use feedback (NAPLAN, ICT skills and capabilities, collaboration and formal/informal observation of data to improve EAL/D student outcomes)

We need to make informed decisions in regard to:

How will I sequence teaching strategies and learning experiences to cover the curriculum content, ensure depth of learning and support children’s success in the assessment?

Build on concepts, skills and knowledge developed in earlier years. How do I include opportunities for the EAL/D students to learn? Integrate Language, Literature and Literacy across all curriculum areas through differentiation.

Make Judgments - Reporting Standards The key purpose of reporting student achievement and progress is to improve learning.

Over the next term, and beyond, it is essential to have alignment of teaching, learning, assessment and reporting across: what is taught (curriculum) must inform how it is taught (pedagogy), how the EAL/D students are assessed (assessment) and how the learning is reported.

Use Feedback: to inform planning and work towards improving student outcomes for the EAL/D learner improves student learning by ensuring that the required knowledge, skills and understandings are included in the learning programs; that there is depth of learning; and increased learning as students progress

establishes, for a range of audiences (administrators, teachers, students and parents), a clear and shared understanding of the intentions for learning and achievement for the EAL/D student

promotes decisions that support students’ learning

demonstrates how each year plan and unit overview contributes to the learning EAL/D culture through high expectations, engaged learning and focused teaching with teachers reflecting on best practice

identifies opportunities for professional conversations and professional development

Sequencing Teaching and Learning

Assessment (formal, informal, anecdotal and ongoing) is an integral part of teaching and learning. Its most important use is in supporting learning.

When developing assessment, we will have considered: What evidence of learning do I need to collect? How and when will I collect the evidence of learning? Diagnostic assessment Provides opportunities to use assessment to determine the nature of children’s learning as a basis for providing

feedback or intervention, e.g. literacy and numeracy indicators Assessment for learning Enables teachers to use information about children’s progress to inform their

teaching, e.g. using feedback from a previous unit to inform learning in the current unit Formative assessment Focuses on monitoring to improve children’s learning, e.g. practising an assessment technique Assessment as learning Enables children to reflect on and monitor their own progress to inform their future

learning goals, e.g. opportunities to reflect on an inquiry process Summative assessment Indicates standards achieved at particular points for reporting purposes, e.g. an assessment that contributes to a

reported result Assessment of learning Assists teachers to use evidence of learning to assess children’s achievement against

standards, e.g. the assessments contained in the targeted folio for reporting

Sufficient and suitable evidence would have been collected to enable fair judgments to be made about learning. Once the evidence had been collected and analysed, it would have been summarised and presented in ways that are

meaningful and useful to: • help the EAL/D students achieve the highest standards they can • promote, assist and improve teaching and learning • build a shared understanding of the qualities of students’ work and communicate meaningful information about the EAL/D students' progress and achievements to relevant stakeholders

Developing Assessment and Reporting: Standards-Based and School-Based

Through working as a team, mentoring, coaching, identifying and conducting Professional Development – the EAL/D students are able to be provided with:

a solid foundation of understanding, skills and values on which further learning for the EAL/D student could be built through sequencing teaching and learning

deep knowledge, understanding, skills and values that enabled advanced learning and an ability to create new ideas, translating them into practical applications for the EAL/D student

general capabilities that underpin flexible and analytical thinking, a capacity to work with others and an ability to develop these skills of the EAL/D student through integration across the curriculum

Teachers are responsible for planning for ALL students, includingEAL/D learners by: Building a positive and collaborative culture of leading and learning Mentoring and role modelling exemplary practice Active involvement in collaborative planning Active engagement in professional conversations Strategic use of data to improve all student outcomes Strategic use of data to improve all teachers’ pedagogy and practice Holding team members accountable for the professional behaviour and practice Monitoring the management of resources

How would we get to this point and how would we get there to achieve these goals?

Visionary teaching (knowledge of what to teach and how to teach it in order to improve student outcomes)

Team planning(facilitate and document meetings that engage and monitor appropriate stakeholders)

and Professional knowledge

(development and enhancement of differentiation of teaching and learning EAD/L studentsthrough pedagogy and best practice,

Creating a rich learning environment appropriately resourced to include ICT as a way of engaging, motivating and enhancing student learning,

with relevant Professional Development for teachers )

Why will this be an effective approach?- A summary and Reflection of Expectation

to Enhance the Diversity of Learners, particularly those who are EAD/L students: