Numeracy Ninjas Implementation Package Natasha Stanford The Entrance Public School 2014

Australian Professional Standards for Teachers 1.5.3 Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities. 3.1.3 Develop a culture of high expectations for all students by modelling and setting challenging learning goals. 6.3.3 Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students.

Purpose LEARNING INTENTION SUCCESS CRITERIA How to use Ninjas to support explicit, systematic, differentiated and visible teaching and learning. Understand how Ninjas can be used to support students and teachers at classroom, stage and school level. SUCCESS CRITERIA By the end of this session you will: Describe how to use ninjas to support teaching and learning Explain the benefits of using ninjas

Think Pair Share Rate your understanding of the Numeracy Continuum None Limited Basic Sound Competent Expert 0 1 2 3 4 5 The continuum describes the numeracy skills students needed to access the content in the syllabus. Discuss and share how you use it.

Numeracy Ninjas Feedback Where are students? Where do they go next? Continuum Aspect Place Value Ninja Belt Colour PV Continuum Aspect Level 0 Learning Intention What I’m learning to do Ninjas allow for visible, explicit, systematic and differentiated teaching and learning. Unpack ninjas for audience. Show how ninjas link with continuum progression. Level zero – Ten as a count. Feedback Where are students? Where do they go next? How do they get there? Success Criteria What it looks like

Numeracy Ninjas Level one – Ten as a unit.

Numeracy Ninjas Level Two – Tens and ones.

Numeracy Ninjas Level Three – Hundreds, tens and ones.

Numeracy Ninjas Level Four – Decimal place value.

Numeracy Ninjas Level Five – System place value.

Numeracy Ninjas Self assessment for students to complete.

Contextualise for your school What could ninjas bring to our school? How can you do this at your school? Brainstorm 3 things you would need to do to implement ninjas at your school.

Suggested Model ‘Big Picture’ Assess students or use existing PLAN data Choose a continuum aspect to work on e.g. EAS Familiarise yourself with chosen aspect using online continuum tools Print posters and laminate Show posters to students and have them complete self assessment Group students Think of organisational requirements Consider resourcing needs across the stage/school e.g. dice, cards, whiteboards, dominoes etc

Learning Goals Identified Suggested Implementation Model Assessment for, as, of learning Learning Goals Identified Explicit Teaching Differentiated Tasks Tracking & Monitoring Feedback Self-Regulation Assessment as, for, of learning – At the centre of the teaching and learning cycle. Is ongoing. Goals Identified – Where am I now? Where do I go next? Challenging learning goals established. Explicit Teaching – Learning intentions, success criteria, targeted teaching of skills. Differentiated Tasks – Students grouped according to learning goals. Same task- different expectations, resources etc. Tracking and Monitoring – Teacher and students continuously refer to the learning goals and track success. Establish data wall to promote and celebrate learning. Feedback – Feedback at all levels given throughout the learning journey. Linked to assessment. Self-Regulation – Use of ninjas motivating. Students wanting to achieve success. Students know what success looks like. Students are focused and maximise their behaviour to achieve their goals. More reflective.

ASSESSMENT FOR LEARNING ASSESSMENT AS LEARNING SENA 1 SENA 2 Performance in tasks PLAN ASSESSMENT AS LEARNING Discussion with students about their learning Self Assessment Peer Assessment ASSESSMENT OF LEARNING Assessment for, as, of learning Assessment as, for, of learning – At the centre of the teaching and learning cycle. Is an ongoing and daily practice. Assessment for learning – Sena, student performance of differentiated tasks from CMI2, DENS, Counting On, feedback, encourages self-assessment, includes clear goals for the learning activity, is inclusive of all learners. PLAN Assessment as learning – students take responsibility for learning, self assessment, monitoring progress, reflective, ask questions, teachers and students creating learning goals together. Assessment of learning – Sena, provides a transparent interpretation across all audiences, used to plan future learning goals and pathways for students. PLAN

2. Identify Learning Goals Use assessment data to set challenging learning goals Encourage students to question: ‘Where am I now with my learning?’ ‘Where do I go next?’ What does success look like? How will I know I have achieved it? Learning Goals Goals Identified – Teacher asks explicit questions of students. Where are you now? Where do you need to go next? Break down what success looks like. Show them a WAGOLL. Establish challenging learning goals.

3. Explicit Teaching Explicitly teach numeracy skills based on assessment data and learning goals Communicate clear learning intentions Demonstrate success criteria depicting what learning looks like Explicit Teaching Explicit Teaching – Learning intentions, success criteria, targeted teaching of skills. What skills do the majority of the class require? Explicitly teach these skills to the entire class before breaking into differentiated instruction.

4. Differentiated Tasks Use assessment data to group students Provide learning opportunities to achieve learning goals Differentiate tasks - same task- different expectations, resources etc. Differentiate Differentiated Tasks – Students grouped according to assessment data and learning goals. Same task- different expectations, resources etc. Think about what activities could be used to support the development of skills.

3. Differentiated Tasks Differentiated tasks – same task, different expectations, skills required, resources, equipment. This could be brainstormed collaboratively and recorded in a template as above to provide teachers with a ‘kit bag’ of activities. This will help with CTJ, time management and resourcing.

5. Track & Monitor Success Teacher and students continuously refer to the learning goals Establish a data wall to promote and celebrate learning Track success through the use of tracking sheets and PLAN Track & Monitor Tracking and Monitoring – Teacher and students continuously refer to the learning goals and track success. Establish data wall to promote and celebrate learning. Use PLAN to track progress.

Data Walls Tracking & Monitoring Photos depict how a data wall can be set-up in the classroom to track and monitor success.

6. Give Effective Feedback Feedback based on: where students are where they go next how they get there Feedback Ninjas help identify where students are and where they need to go next, therefore provides opportunities for targeted feedback at the three levels. 1. Task/product level (for the novice) – aims to help students build their surface knowledge. Examples including telling a student when an answer is correct or incorrect or asking the student to provide more of or different information. 2. Process level (for the proficient level) – geared toward helping the student improve the process used to create the product. This feedback can help the student develop learning strategies, detect errors, or recognize relationships. between ideas. For example, feedback might include, “Why did you use the split strategy for that?” “Why is that a better strategy than counting on?” 3. Self-regulation level (for the competent level) – focused on helping the student to monitor his or her own learning process. Serves to enhance the student’s confidence to engage further with the task and to encourage the student to seek and accept feedback. Probing or reflective questions. What strategy did you use? Can you think of another strategy to try? Feedback among the top ten influences on achievement

7. Promote Self-Regulation Use ninjas to motivate and engage students Teach students to articulate learning goals and describe what success looks like Encourage students to be reflective of their learning Self Regulation Self-Regulation – Use of ninjas motivating. Students wanting to achieve success. Students know what success looks like. Students are focused and maximise their behaviour to achieve their goals. More reflective, asking questioning and seeking feedback.

Ninjas - Supporting the learning community Read from above points

Contacts Natasha Stanford The Entrance Public School 02 43322422 natasha.stanford@det.nsw.edu.au