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Student Agency

Strategies to Develop Student Agency

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www.menti.com

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Te KAoW enhances learning by empowering ākonga to actively engage, participate and make decisions about their learning.

We support students to take an active role in their learning and to develop a strong sense of self-efficacy. We ensure they are respected as partners in the co-construction of meaningful and relevant learning opportunities, and support them to develop curiosity and critical thinking skills.

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Student Capabilities
	Emerging Agency	Developing Agency	Proficient Agency	Embedded Agency
Sense of self	- Ākonga have a limited understanding of who they are, their values, and where they come from - Ākonga rarely make connections between this and their learning	- Ākonga are developing their understanding of who they are, their values, and where they come from - Ākonga are beginning to make connections between this and their learning with support	- Ākonga understand who they are, their values, and where they come from - Ākonga usually make connections between this and their learning	- Ākonga have a strong understanding of their values and who they are - Ākonga consistently use this to inform their learning decisions
Learning Environment	- Ākonga are beginning to contribute to the learning environment of the class and develop positive learning relationships. -Ākonga understand that they can talk about their learning with their teacher - Ākonga are focused on ‘task completion’ rather than the learning	- Ākonga participate in some activities which contribute to the creation of a learning environment (e.g. class treaties) and develop positive learning relationships. -Ākonga are developing the confidence to give feedback to their teacher to enhance their learning - Ākonga are beginning to describe what they are learning	- Ākonga contribute to the creation and maintenance of an environment and develop positive learning relationships that will best promote learning -Ākonga are able to give feedback to their teacher to enhance their learning - Ākonga mostly focus on learning and can describe the learning process	- Ākonga are active and committed participants in creating and maintaining positive learning relationships and an environment that best promotes learning. -Ākonga are able to give honest and constructive feedback to their teacher to enhance their learning - Ākonga are focused on learning and can describe their contribution to the learning process
Curiosity	- Ākonga rarely demonstrate interest in learning - Ākonga are generally motivated by extrinsic rewards	- Ākonga are beginning to demonstrate an interest in their learning - Ākonga are motivated by extrinsic rewards but can see they support learning	- Ākonga usually demonstrate an interest in learning - Ākonga are usually intrinsically motivated and recognise that this supports learning	- Ākonga bring curiosity and enthusiasm to learning -Ākonga are intrinsically motivated to make improvements and deepen their understanding
Clarity	- Ākonga have limited understanding of how their learning connects to the outside world - Ākonga have a limited understanding of the progressions within a learning area. - Ākonga have limited understanding of what they need to learn next	- Ākonga are developing their understanding of how their learning connects to the outside world - Ākonga are developing their understanding of the progressions within a learning area - With support, ākonga are beginning to use resources to identify what they need to learn next	- Ākonga usually understand how their learning connects to the outside world - Ākonga usually understand the progressions and how they relate to their learning - Ākonga are usually able to use resources to identify what they need to learn next	- Ākonga have a clear understanding of their current learning focus and how their learning connects to the outside world - Ākonga clearly understand the progressions and can confidently relate them to their learning. -Ākonga can confidently use resources to identify what they need to learn next
Collaboration	- Ākonga rarely collaborate - Ākonga rarely consider the diversity of others experiences, identities, opinions, ideas and approaches to learning	- Ākonga are beginning to collaborate - Ākonga are beginning to consider the diversity of others experiences, identities, opinions, ideas and approaches to learning	- Ākonga usually collaborate effectively - Ākonga usually consider the diversity of others experiences, identities, opinions, ideas and approaches to learning	- Ākonga consistently collaborate effectively, enhancing the learning environment - Ākonga actively consider the diversity of others’ experiences, identities, opinions, ideas and approaches to learning.and how they can make a difference
Ownership	- Ākonga rarely contribute to the content or process of their learning - Ākonga are rarely able to provide the teacher with guidance about how their learning is going - Ākonga rarely have what they need ready for learning	- Ākonga are beginning to contribute to the content and process of their learning. - Ākonga are able to provide some guidance to the teacher about how their learning is going - with some guidance Ākonga can have what they need ready for learning	- Ākonga usually contribute to the content and process of their learning. - Ākonga are usually able to discuss, evaluate and adjust their learning with support from the teacher - Ākonga usually have what they need ready for learning	- Ākonga contribute to the co-construction of the content and process of their learning - Ākonga consistently discuss, evaluate and adjust their learning in partnership with the teacher and their peers - Ākonga confidently report on and discuss their own learning with whānau - Ākonga consistently have what they need ready for learning
Reflection	- Ākonga rarely reflect on learning - Ākonga rarely consider teacher or peer feedback and feed forward	- Ākonga are beginning to reflect on learning - Ākonga are beginning to understand the role of reflection in improving learning outcomes - Ākonga are beginning to consider teacher and peer feedback and feed forward as a way to improve learning outcomes	- Ākonga usually reflect effectively on learning - Ākonga understand that feedback and feed forward contribute to a positive learning environment - Ākonga usually consider and action feedback and feed forward from others	- Ākonga consistently reflect effectively, enhancing the learning environment - Ākonga consistently contribute to a positive learning environment, helping others to reflect on their learning - Ākonga independently seek feedback and feedforward and willingly action it to improve learning outcomes

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Student Speak
	Emerging Agency	Developing Agency	Proficient Agency	Embedded Agency
Sense of self	- With support I am learning to share what is important to me and my family - With support I am learning how to improve my learning - With support I am learning what I am suppose to do	- I am beginning to understand what is important to me, my family and my school - I am beginning to understand why I learn and why it is important to learn - I am beginning to notice which learning I enjoy and to talk about why I like it	- I have a good understanding of what is important to me, my family and my school - I know what interests me and I wonder about things in my world - I am starting to think about how what I learn connects with the world around me	- I have a strong sense of who I am and my place in the world - I use what interests me to grow my learning - I use my learning to talk about how I can make a difference in my world
Curiosity
Learning Environment	- I get along with my teachers and classmates and, with support ,I know what I am supposed to do -With support I am beginning to talk about what I am learning - With support I am learning to make choices about what or how I learn -With support I can follow what the teacher wants me to learn and how to do it - With support I am learning to share my learning - With support I am ready for learning	- I get along with my teachers and classmates and sometimes take part in activities which help create a great learning space (e.g. class treaties) - I sometimes talk about what I am learning - I sometimes choose what or how I learn - Sometimes I tell my teacher how I’m getting on with my learning - Sometimes I am ready for learning	-I get along with my teachers and classmates and I know that taking part in activities will help create a great learning space - I usually focus on my learning and can talk about how I learn - I usually have a say in what or how I learn - I can talk about what I am learning, how well it is going and use my teacher’s input to make improvements - I am usually ready for learning	- I get along with my teachers and classmates and help to make a great place for everyone’s learning - I confidently discuss my learning with my teacher and am able to talk about what works for me and what doesn’t - I have a say in what and how I learn - I can discuss my learning with teachers and classmates and work out what I need to do to improve - I confidently talk about my own learning with my whānau - I am always ready for learning.
Ownership
Clarity and Reflection	- With support I am learning to make connections between what I am learning and how I would use these skills in everyday life - With support I am learning the skills to know what I need to learn next - With support I can use exemplars and other resources to identify what I need to learn next	- I am beginning to see how my learning connects to the outside world - I am beginning to understand what I’m learning about and what comes next - I am beginning to use exemplars and other resources to identify what I need to learn next	- I usually understand how my learning connects to the outside world - I usually understand what I am learning and what comes next - I can usually use exemplars and other resources to identify what I need to learn next	- I have a clear understanding of what I am learning and how it connects to the outside world - I clearly understand what I am learning and what I will move on to next -I can confidently use exemplars and other resources to identify what I need to learn next
Collaboration	- With support I am learning the skills to work with others - With support I am learning about other students’ cultures and opinions, and how I can be more mindful of others	- Sometimes I work with others on my learning - I am beginning to think about other students’ culture, background and opinions and how my actions might affect them	- I usually work well with others on my learning - I usually think about other students’ culture, background and opinions and how my actions might affect them	- I work effectively with others to make our learning better - I think about other students’ culture, background and opinions and how my actions might affect them

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Teacher Actions to Enhance Agency
	Teachers will help to enhance the agency of ākonga by:
Sense of self	Knowing their ākonga and actively valuing and celebrating their culture and identity Providing opportunities for students to explore and express their culture and identity Embedding Te Tiriti principles into practice Actively engaging with the student’s whānau and wider community
Learning Environment	Promoting and consistently using an accessible language of learning (e.g ‘Learning Pit’, Growth Mindset etc) Explicitly developing the key competencies and embedding them into practice Actively listening to students and adapting practice based on student feedback
Clarity	Having a sound understanding of Assessment for Learning theory and practices and incorporating these into their teaching Clearly articulating valid and relevant learning intentions and success criteria Employing a range of strategies for formative assessment and checking understanding Co-constructing next steps with ākonga Using the agreed, consistent language of Agency from our Student Capabilities
Curiosity	Providing provocative questions and hooks to activate interest Giving ākonga choice of content and modes of presentation so that they can pursue their passions Planning opportunities to stimulate and grow curiosity, while also responding and providing space for incidental learning
Ownership	Acting in partnership with ākonga and whānau to support and enhance learning Offering choice in how ākonga communicate about their learning (e.g non-verbal, first language) Creating a culture of celebrating success in learning Providing time and space for ākonga to present to parents and whānau about their learning
Collaboration	Modelling collaborative practices with other teachers and developing the skills and relationships that underpin them Actively teaching student collaborative practices and providing space and opportunity for meaningful group work Creating a safe space for collaborative practices by actively valuing diversity of ideas, opinions, identities and experiences
Reflection	Providing time and space for ākonga to reflect on the learning in varied ways - this could be individually, teacher to student, or student to student Providing meaningful feedback and feedforward to students and following up on this Consistently reflecting on their practise using an inquiry process and acting on the reflection, facilitating change in practise

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Setting Up Learner Agency

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Two teacher ILE
55 - 60 children, Year 5&6
1:1(ish) devices
Self-managing timetables
Class site

Kia ora

Ko Juliet tōku ingoa

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https://goo.gl/images/lzNp5h

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WALHT think and manage ourselves.

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Climbing the Learning Mountain

At the start	A quarter of the way up	Half way up	At the top

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Mountain Survival Kit

What gets you wearing out your boots?

What are you thinking, doing and using to climb

your learning mountain?

How are you managing yourself to do this?

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?Survival Kit? Contains

Chat to a buddy about the items in this kit.

Why ,when and how are they are used?

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Videos - Growth Mindset

Learning Recognition

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Even our production ended up being about mountains . . .

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WALHT be contributing citizens.

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Our Brain

The Science of learning?

Communicating in Science

☆ WALHT use what we know about science to explore possible actions and to make a decision about the best action.

Science - The Living World�☆ WAL that there are life processes that are common to all living things.

☆ WALH living things are influenced by their habitat and

environmental factors.

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WALHT be competent digital citizens.

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Learning Spaces

WALHT manage ourselves

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WALHT participate and contribute.

WALHT relate to others.

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“You get so much time to think, that you can do your best thinking. Then when you share, you can magpie an idea or collaborate. When it’s time to share it’s exciting”

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Self-Managing Timetables

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Self Managing Groups

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Opt in Workshops

End of workshops - talk about what was tricky and what would be useful for a workshop the next day.

Systems for asking for workshops during self assessment.

Have the opt in (or opt out) of any ‘advertised’ workshop.

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Self and Peer Assessment

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Whole class peer feedback

every day
stick for who shares
stick for who gives feedback

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What else . . . ?

Site! Site! Site!
Weekly collaborative writing task - modelled and reflected on collaborative skills, not necessarily writing skills.
Reflective questions - start off with reflection on day to set culture around quiet, self-reflection and taking time → builds up to reflection on learning
Learning Sharing Doc (& Linc-Ed) - What is a good piece of evidence?
Learner Led workshops
Follow Assessment for Learning capabilities - makes the learning and the next steps explicit, plenty of chances to talk about it.
Planning and reflections available to children

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Keep it consistent:

language
expectations & routines
learning slides

Expectations of everybody - including whānau

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“The class site has made my learning mountain much easier to climb. If I forget something, I only have to click a few things and I have all my learning in front of me. If my parents are asking what I have done today I just get my computer to show them every mountain I’ve climbed.”

“Using the class site has been very helpful because every tool that I need to climb my learning mountain is there in one place.”

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“We should keep the mountains in Suite 1718 next year because it reminds you that you have to climb different bits at different times. It helps you always push yourself.”

“Thanks for the feedback. I really wore out my boots doing this.”

“Sometimes learning has big mountains and sometimes it has little mountains. When you get to the top though, you slide down the other side so you’re ready to go up the next one.”

“The mountains remind me that being in the pit has to be the first bit before you climb up.”

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How much agency do learners already have at secondary school? Do they actually need more? And if so what forms will it take?

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High agency student vs. “Good Student”. It’s not about creating compliant and easy students

“What is something that you can give up control over?”

“What preconceived ideas about how learners should learn can you give up?”

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Students will be at different stages, so how can we manage this?

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Aren’t teenage brains “Under construction?”... So how can they make good choices?

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How does the physical environment impact on learner agency. Can we give students more ownership of their physical learning space.

Learner Agency applies to Teachers too…..

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��UNDERSTANDING AND PROMOTING STUDENT AGENCY 2019

At Bayfield School

See PowerPoint Slides

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Assessment for Learning

In the Secondary Context

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What is Assessment for Learning

Assessment for Learning refers to the formative use of assessment information, gathered from both formal tests and informal observations of students, their work, and their responses in classroom discussion, to gain insight into the students’ learning progress, so that teachers and students can adapt their teaching and learning strategies to better support that learning.

https://theeducationhub.org.nz/how-to-transform-teaching-through-assessment-for-learning/

‘“We know of no other way of raising standards for which such a strong prima facie case can be made on the basis of evidence of such large learning gains”- Black and Wiliam (1998)

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Self-assessment is a powerful learning strategy. Students who can assess their own learning are more effective learners. They are more motivated and engaged, have a greater belief that they can succeed, and are able to adapt their approach if learning is not working. Assessment-capable students show higher achievement. While in the long-term self-assessment facilitates self-directed learning by students, establishing successful self-assessment requires considerable input by teachers. It needs sustained direct teaching on how to do it and follow-up support. Teachers also need to set the right conditions in the classroom so that students are not threatened by feeling judged.

The Education Hub https://theeducationhub.org.nz/7-strategies-for-introducing-self-assessment-in-your-classroom-2/

Self-Assessment

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Specific Actions

Students would complete a practice standard
Given two exemplars, rubric and marking sheet.
Students grade each question with an explanation
Class plenary session - students were surprisingly accurate.
Students then mark their own response and/or a peer’s.

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Findings?

Student voice strongly supported practice despite the initial reluctance.

When asked ‘What have you done in class so far that has been helpful in preparing you for this standard?’ 17 out of 26 responses made some reference to the self/peer-assessment strategies e.g:

‘Go over the marking scheduled for the source interpretation, and going over that more times so I better understand how and what to do.’
‘Doing the practice source booklets was really good as well as looking at the marking criteria to see what there actually looking for’
‘Examine the marking thingy’

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Post- Practice Exam reflection

Self-Assessment, then teacher feedback, then Grade

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Another little tool for formative assessment/AfL

Google ‘Socrative Student’ and enter the classroom code 569136

Teacher’s Question:

What is Assessment for Learning?

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Discussion

Thinking about the class(es) you will be teaching this year, what is one thing you can do to support the development of student agency?

What is one thing you can take away from today and adapt to your context?

Looking at the ‘Teachers Actions to Enhance Student Agency’ document, what is one area you would like to focus on with your class(es) this year?

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Robyn, Ned, Andrea, Ben, Tupe

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Intro: Ned, Andrea and Tupe

Open Menitmeter and answer the two questions about writing for students and teachers.

Code: 712654

Introduction to KAOW website:

LLP’s - working draft form:

Where did they come from?
How to access them?
How to use them?
Next steps for KAOW LLPs

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BOYS LITERACY

Jorti Davison- Pt Chevalier Primary, Angela Lane- Ponsonby Intermediate

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BOYS’ ACHIEVEMENT REPORT Jorti�

The report show that while many boys are high achievers, boys are over-represented in statistics related to:
early problems in reading
disengagement from school
lower achievement in reading and writing
lower qualification attainment

Source: Boy’s Achievement: a Synthesis of Data. Wellington. Ministry of Education

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BOYS’ BRIAN’S

Jorti

Boys have more activity at the back of the brain than girls.
They have a lack of control around impulsivity.
Boys brains tend to shut down after too much sitting around.

Source: Marshall Diggs. quick HELP Teaching Services

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WHAT IS IMPORTANT Angela

Finding meaningful ways to ENGAGE and IMPROVE boys as individuals by CARING ENOUGH to move beyond the narrow focus on “boy’s educational strategies” to a broader focus on pedagogies and critical reflective practice.
Source: Marshall Diggs. quick HELP Teaching Services

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For example: Angela

Boys don’t need the rock star teacher
Boys like writing about things not feelings
Boys who are not captivated get named “reluctant writers”

Provocation: Maybe the boys aren’t to blame - could it be that some teachers are reluctant learners to what works for BOYS?

Boys who are not captivated in a lesson are often given the label “ADHD”
Boys writing thrives in structured environments

Provocation: What would it look like if your school’s writing framework was embedded and consistent throughout your school?

Source: Marshall Diggs. quick HELP Teaching Services

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EMPOWERING BOYS AS GREAT WRITERS Angela

BOYS ENGAGE WHEN WRITING TASKS INVOLVE:
- FACTS
- COMPETITION
- HUMOUR
- SURVIVAL
- CONFLICT
- ADVENTURE
Boys are more interested in content rather than style
Source: Marshall Diggs. quick HELP Teaching Services

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NINJA PUNCTUATION- JORTI

This activity can pre-empt a reading or writing activity

Capital letter = Fist pump
Full stop = Turn
Comma = Twist
Paragraph = Yee haa!
Number = Signal

Source: Marshall Diggs. quick HELP Teaching Services

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NINJA PUNCTUATION

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Your Turn

In the holidays I went to long Bay Beach. I went surfing, swimming and snorkelling. The weather was great and because it was so sunny I wore lots of sunscreen. We had a bbq and I ate 5 sausages.

In thIn the holidays I went to Long Bay beach. I went surfing, swimming and snoring.The weather was great and because it was so sunny I wore lots of sunscreen. We had a bbq and I ate 1 sausage.

e holidays I went to Long Bay beach. I went surfing, swimming and snoring.The weather was great and because it was so sunny I wore lots of sunscreen. We had a bbq and I ate 1 sausage.

In the holidays I went to Long Bay beach. I went surfing, swimming and snoring.The weather was great and because it was so sunny I wore lots of sunscreen. We had a bbq and I ate 1 sausage.

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PEDAGOGY FOR BOYS

Boys learn best in structured educational environments under clear

teacher “control” which provide them with safety and security from

the power plays and put-downs of other boys.

Boys learn best when competition gets them excited.
Boys learn best when THEY CAN CARE:

C = COPY

A = AND

R = RIP-OFF

E = EVERYTHING

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CARE GAME Angela

You have 1 -2 minutes to write down as many words as you can from this word

ENTERTAINMENT

*Source: Marshall Diggs. quick HELP Teaching Services

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Now leave your page where it is and you have 30 seconds to walk around the room copying as many new words as you can

*Source: Marshall Diggs. quick HELP Teaching Services

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Go back to your own paper and you have 30 seconds to write all those new words down

*Source: Marshall Diggs. quick HELP Teaching Services

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Now keep standing if you have:
20 words or more
25 words
30 words
More than 30 words

*Source: Marshall Diggs. quick HELP Teaching Services

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GAME OF AWESOME- ANGELA-(if time)

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BOYS EDUCATION : HEARING Jorti

We can speak too quickly – slow down.

• Pause between sentences.

• Maintain eye contact.

• Wait for compliance. Wait time and use strategies such as: stop-look-listen, think-pair-share.

• Repeat and restate instructions. Don’t rephrase instructions.

• 20 second rule – after giving instructions, no hands up for 20 seconds to allow processing time. ( wait time )

• If we change the question, it makes it more difficult for boys to process.

• Use of inclusive language is not helpful – give boys the headline not the paragraph.

*Source: Marshall Diggs. quick HELP Teaching Services

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EFFECTIVE PEDAGOGY Jorti

IMPLICATIONS:
Boys shouldn’t sit for more than 20 minutes (less for younger children).
Formula= their age + 10 minutes
Use quick physical activities within teaching sessions to refocus boys
e.g. Brain gym a. catch the finger b. lazy figure of eights
A quick game or puzzle at the beginning of a lesson to encourage (especially boys) to want to come into the classroom

Source: Marshall Diggs. quick HELP Teaching Services

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PEDAGOGY FOR BOYS Angela

Boys learn best during short and sharp exercises.
Boys learn best (according to some research) with male teachers. And if possible get male teachers into the library reading as role models. However, Hattie (2009) states:

“The quality of relationship is determined by the quality of instruction.”

Boys learn best when expectations are high.

Refuse to lower your standards to accommodate those who

refuse to raise theirs.

(MANDY HALE )

Source: Marshall Diggs. quick HELP Teaching Services

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MOTIVATING BOYS TO READ: Angela

Select and promote books that have themes of:

Facts, Competition, Humour, Survival, Conflict, Adventure,

Picture Books.

Encourage games, fun and competition during class novel.

i.e. Champion Listener, Dioramas, etc.

Teach and develop Reading Strategies which invite boys to create,

compete and imagine. ( Sheena Cameron )

i.e. Speed Read (SRA), Inferences and Making Connections strategies

Turn on boy’s imagination- work with what interests them.
Source: Marshall Diggs. quick HELP Teaching Services

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RESOURCES

Books

“ The Cay “ : A story about a boy who survives a shipwreck. The themes include a friendship between very different people, overcoming obstacles to accomplish a goal, and personal growth through life experiences.

“ Wonder “ : A great book for overcoming adversity.
Captain Underpants : Humour
Bear Grylls : Adventure
Guinness Book of Records : Factual
Source: Marshall Diggs. quick HELP Teaching Services

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A Differentiated Formative Writing Task for Year 11/12 ELLs...

Ben Hinton

WSCW ESOL / Social Studies / WST: Supported Learners

hintonb@wsc.school.nz

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Introduction of Students and Assessment

The teaching context for this unit of work is a Foundation English Language class at Western Springs College/Ngā Puna o Waiōrea, which consists of both international fee-paying and domestic English Language Learners (ELLs). It is a diverse classroom, with students from China, South Korea, Japan, Chile, Thailand, Vietnam and Taiwan. The students are between 15 and 17 years of age and are in Year 11 or 12 of their high school education, which corresponds to Level 1 and Level 2 National Certificate of Educational Achievement (NCEA) Assessment. The students fall between Stage 1 and 2 of the English Language Learning Progressions (ELLP), which is consistent with a high A1 to B2 Common European Framework of Reference (CEFR) level.

The sequence of tasks presented in this assignment correlate with a unit of work based on the film ‘In this Corner of the World’ (2016), written and directed by Sunao Katabuchi. The film was used as a means for students to analyse characters, plot and setting for an upcoming writing assessment (US27999) where students must produce a report on one of these components of the film. The basis for organising the wider unit of work in this way is to expose students to various genres of writing (character description, recount, description of setting) and the language features, vocabulary and grammar structures which are evident in each genre. It is the intention of the teacher to ensure meaningful interaction and production of the target language in order to produce a summative piece of work (US27999) which shows the students have met their potential through the appropriate facilitation of language acquisition. While students analysed characters, plot and setting in this particular unit of work, the sequence of tasks presented here only relate to the close study of setting.

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Introduction of Differentiated Formative Writing Task

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Differentiation of Content

A fundamental differentiation strategy
Less content for lower level students
More content for higher level students
All students attempt all tasks to some degree
Students decide for themselves how much content they can ‘handle’

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Task	LO	Student Grade
Task 1: Vocabulary	Students can produce vocabulary relevant to the topic (describing setting).	Achieved - 8 adjectives Merit - 16 adjectives Excellence - 24 adjectives
Task 2: Reading and Matching Settings	Students can read descriptors and match them to the appropriate setting.	Achieved - 7 correct matches Merit - 10 correct matches Excellence - 13 correct matches
Task 3: Target Language	Students can produce rule based target language to describe their hometown.	Achieved - 6 sentences Merit - 8 sentences Excellence - 10 sentences
Task 4: Listening Exercise	Students can complete a listening cloze activity based on the song ‘Under the Bridge’.	Achieved - Completion of activity
Task 5: Describing Settings from the Movie	Students can respond to formulaic expressions to describe a range of scenes from the target text ‘In this Corner of the World’.	Achieved - 3 described settings Merit - 4 described settings Excellence -5 described settings
Final Task: Google Slides Presentation on a Setting	Students can produce a presentation to the class which introduces their home town/city/province or country. Students can also respond to questions from their classmates.	Achieved - 3 complete slides Merit - 5 complete slides Excellence - 7 complete slides

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Differentiation of Cognitive Demand: Solo Taxonomy

According to Pam Hook: “At the prestructural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start. The next two levels, unistructural and multistructural are associated with bringing in information (surface understanding). At the unistructural level, one aspect of the task is picked up, and student understanding is disconnected and limited. The jump to the multistructural level is quantitative. At the multistuctural level, several aspects of the task are known but their relationships to each other and the whole are missed. The progression to relational and extended abstract outcomes is qualitative. At the relational level, the aspects are linked and integrated, and contribute to a deeper and more coherent understanding of the whole. At the extended abstract level, the new understanding at the relational level is re-thought at another conceptual level, looked at in a new way, and used as the basis for prediction, generalisation, reflection, or creation of new understanding (Hook and Mills 2011).

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Task	LO	Cognitive Demand (SOLO Taxonomy)
Task 1: Vocabulary	Students can produce vocabulary relevant to the topic (describing setting).	List (Multistructural)
Task 2: Reading and Matching Settings	Students can read descriptors and match them to the appropriate setting.	Relate (Relational)
Task 3: Target Language	Students can produce rule based target language to describe their hometown.	Apply (Relational)
Task 4: Listening Exercise	Students can complete a listening cloze activity based on the song ‘Under the Bridge’.	Combine (Multistructural)
Task 5: Describing Settings from the Movie	Students can respond to formulaic expressions to describe a range of scenes from the target text ‘In this Corner of the World’.	Analyse (Relational)
Final Task: Google Slides Presentation on a Setting	Students can produce a presentation to the class which introduces their home town/city/province or country. Students can respond to questions from their classmates.	Reflect/Create (Extended Abstract)

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Differentiation of Context: Cummins & Swain Framework

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Task	LO	Context Embedded or Reduced?
Task 1: Vocabulary	Students can produce vocabulary relevant to the topic (describing setting).	Context heavily embedded through pre task and class discussion.
Task 2: Reading and Matching Settings	Students can read descriptors and match them to the appropriate setting.	Context heavily embedded through task introduction and class discussion.
Task 3: Target Language	Students can produce rule based target language to describe their hometown.	Context lightly embedded through written instructions.
Task 4: Listening Exercise	Students can complete a listening cloze activity based on the song ‘Under the Bridge’.	Context lightly embedded through written instructions.
Task 5: Describing Settings from the Movie	Students can respond to formulaic expressions to describe a range of scenes from the target text ‘In this Corner of the World’.	Context lightly embedded through pictures of settings to describe.
Final Task: Google Slides Presentation on a Setting	Students can produce a presentation to the class which introduces their home town/city/province or country. Students can also respond to questions from their classmates.	Context reduced. Students apply own context. An exemplar is provided if required.

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Differentiation of Language Structures & Vocabulary

The language required to perform the summative task must be considered at the formative task planning stage.
What language structures/features and specialised vocabulary are ubiquitous with the topic?
What else needs to be taught or reviewed before the summative task?
This data can be gathered with a Needs Analysis.

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Needs Analysis

	Curriculum/unit/ task needs	Tools used for gathering data	Answers/evidence obtained
Language	The learner will need vocabulary and language structures to describe setting.	Prior knowledge for required vocabulary and language structures will be carried out by means of a diagnostic test prior to the unit of work being given to students.	Prior knowledge of the required vocabulary and language structures is generally evident, but will require elicitation and feedback in order for the language to be used with increased control and flexibility.
Ideas	The learner will be required to describe various settings both relevant to them personally and settings from the film study.	In order to make the abstract concrete to facilitate opportunities to produce language, a class discussion will be held to find out what settings are important to students and why.	It was found that students preferred to describe their home countries rather than the country they currently reside. Additionally, students were interested to find out about their classmates’ home countries. As the majority of the class are Chinese, they decided they would prefer their Chinese classmates to introduce their cities and provinces rather than the country itself to avoid repetition.
Skills	Reading and listening comprehension skills will be required, as well as some proficiency in writing and speaking.	The teacher’s classwork markbook will be accessed to gauge the level of support required on an individual basis.	It was found that one student scoring at ELLP Stage 1 for writing will require significant L1 support in order to complete the task.
Text	The language of describing setting will be used to complete a number of tasks. The final formative task will require students to introduce their home country, province or city as a presentation to the class.	As the aforementioned language tasks required to complete the unit of work required integrated reading, writing, listening and speaking proficiency, previous assessment results of all language modes will be accessed through the school NCEA portal.	It was found that some students may need support for the speaking and writing tasks, as these assessment results were generally lower than the results for reading and listening.

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Task	LO	Key Language Structures	Key Vocabulary
Task 1: Vocabulary	Students can produce vocabulary relevant to the topic (describing setting).	Adjectives	Adjectives which can describe setting.
Task 2: Reading and Matching Settings	Students can read descriptors and match them to the appropriate setting.	Present Tense Simple Sentences Compound Sentences	Concrete nouns eg. Library, school etc.
Task 3: Target Language	Students can produce rule based target language to describe their hometown.	Present Tense Simple Sentences Prepositional Phrases Third Person Singular Subject/Verb Agreement	Concrete nouns (City/Country/Province names), Prepositions.
Task 4: Listening Exercise	Students can complete a listening cloze activity based on the song ‘Under the Bridge’.	Present Tense Simple Sentences Compound Sentences	Nouns, verbs, adjectives and connectives which are lyrics in the song.
Task 5: Describing Settings from the Movie	Students can respond to formulaic expressions to describe a range of scenes from the target text ‘In this Corner of the World’.	Present Tense Simple Sentences	Nouns, verbs and adjectives to describe various settings by answering the questions in the task.
Final Task: Google Slides Presentation on a Setting	Students can produce a presentation to the class which introduces their home town/city/province or country. Students can respond to questions from their classmates.	Language Structures from Task 1-5.	Vocabulary from Task 1-5.

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Findings: 3 Principles of Language Acquisition Exposed

Tasks require appropriate levels of cognitive demand which can be ensured for all through differentiation.
Tasks should ensure numerous opportunities to produce authentic language.
Writing will improve best with the facilitation of language acquisition in all language modes.

As a consequence of analysing this differentiated task, a number of principles have become apparent which teachers should consider while planning teaching and learning sequences for ELLs. The first of these would be ensuring an appropriate level of cognitive demand in all classroom tasks. According to Gibbons (2006), “Language based tasks must...be designed to provide appropriate intellectual and cognitive challenge, not simply to rehearse language” (p.220). As we have seen, the differentiated tasks presented here required appropriate levels of cognitive demand, and therefore relevant learning outcomes were achieved by the majority of ELLs. Another principle to guide teachers in their lesson planning would be to give learners numerous opportunities to produce language authentically (MOE, 2018). With reference to the ERICA Framework (Stewart-Dore, 1983), this would require teaching and learning sequences to focus more on stage two (thinking through information) and three (extracting and organising information) before moving on to a summative task requiring the production of the target language. When viewed as a teaching and learning sequence, all tasks presented today focused on these stages. The final principle to emerge as a result of closer analysis would be that “reading, writing, listening, speaking, and thinking develop in an integrated manner” (Au, 1990, as cited in Watts-Tafe & Truscott, 2000, p.258). Because the activities collectively engaged all language modes, their learning outcomes can be considered as relevant to the purpose of increasing understanding of describing setting.

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Reference List

Baker, C. (2011). Cognitive theories of bilingualism and the curriculum. In C. Baker & W. Wright (Eds.), Foundations of bilingual education and bilingualism (pp.144-158). Bristol, U.K.: Multilingual Matters.

Droga, L., Feez, S., & Humprey, S. (2012). Grammar and meaning. Newtown, Australia: Primary English Teaching Association.

Gibbons, P. (2006). Steps for planning an integrated program for ESL learners in mainstream classes. Planning and teaching creatively within a required curriculum for school-age learners, TESOL language curriculum development series, 215-233.

Hook, P. (2011). SOLO Taxonomy. Retrieved from http://pamhook.com/solo-taxonomy/

Ministry of Education, (2018).

Ministry of Education, (2018). ESOL Principles. Retrieved from http://esolonline.tki.org.nz/ESOL-Online/Learning-about-my-students-needs/Knowledge-of-English-language-learning/ESOL-principle

Stewart-Dore, N. (1983). Literacy through reading: The ERICA model, English in Australia, n63, 2-15

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Giving Juniors the Tools

Handing over the Responsibility

Westmere Schools Journey - Robyn Hutson

First Year: Created Literacy Learning Progressions

Next Year: Created and trialed student friendly versions

Following Year: Modified SFV into strips

Next Year: Tried cutting up LP’s individually

Following Two Years: Murray Gadd’s PD

Next Year: Began exploring pictorial symbols

Last Year: Junior shared use of symbols

This Year: Use of symbols across school

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Giving Juniors the Tools

Handing over the Responsibility

Westmere Schools Journey - Robyn Hutson

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Giving Juniors the Tools

Handing over the Responsibility Westmere Schools Journey - Robyn Hutson

Match our WLP’s at Westmere
Surface feature symbols are a courtesy to the reader
Children know what each symbol means
Can easily be drawn freehand by both Teachers & Students
“To be successful for this piece of writing what will I need to do?”
two stars & a wish
must do’s can do’s
next steps

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Using LLPs and increasing agency in the classroom

An example from GLS

Year 5/6

Literacy Progressions

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Baking a cake analogy...

Basically we would ask the students to picture the most delicious cake they make and would qualify to be on or even win the best cake on the Great British Bake Off.

We would say things like: make sure you have all the right ingredients and that it looks presentable and it’s legible. And make me want to eat it. I want to be so excited to eat this cake!

After they have baked their cake we, the teachers, would taste it and give it a mark based on a cake we know tastes best for that level.

We would give them their mark. They didn’t get to taste their cake nor hear what others thought of it. It was done and over with - until next term when they would have to, yet again, bake another cake and hope they got it right or improved.

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Perhaps their cake looked like this.

They did their best.

It’s a cake...but is it AT their expected level?

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Little did they know that this was their expected level.

This is the cake expectation in my teacher head as that is the standard.

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Why wasn’t writing improving?

Students weren’t clear on what good writing looked like?

We created our own exemplars. They were on the walls in some classrooms so students could see the expectation.
We taught in small groups where we modelled what good writing was.
We marked their writing at home/in the classroom and hoped/think they read the comments we made.

Still not a lot of improvement.

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Develop writing/editing pencils

As a team we decided to create editing/writing pencils that students could use to edit their work.
Teachers decided what went on there - it was important that it fit on the template as well.
We focussed on surface features so therefore students thought that a good piece of writing always had capital letters at the beginning and punctuation at the end.
Use of the pencils grew and students would use them during the writing process which showed us that the students wanted guidelines - they wanted to know how to write well and have support...

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Giving the learners the tools for success

Team used results from data to highlight areas for improvement in writing and planned targeted lessons for that outcome.
Team used student voice to modify writing programme so it suited the learner
Team unpacked one aspect of the KAOW LLPs.(ideas and content)
Asked students what they thought they meant and recorded their answers
Gave examples of what it can look like: exemplars -
Students focussed their WALTS in that one learning area from the LLPs.
Teachers support that through specific writing tasks and DATs around the learning progression.
Students highlight the evidence of their WALT in their writing and then seek feedback from peers and whanau teacher and parents via Seesaw.

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What happens when you share the recipe?

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Writing prompt shared to whole team.

Show don’t tell writing skill taught to whole team

Teachers take workshops of specific areas of LLPs

Example of Year 6 writing in response to the prompt.

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Linking Agency and Writing

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Students are at the center of all learning and planning decisions
Student voice is constantly sought to ensure our WHY is effective and purposeful
We are learning and evolving constantly

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We are creating a folder of resources to support the teaching and use of student agency and writing.

What would you like to see in this folder?

What specific support is needed for the teaching and use of the rubrics?

Do you have any great resources you’d like to share?

Add any links or questions to the padlet

Padlet link here or scan QR code