1. REPEAT Process for Numeracy Goal
Task 2 Identifying Goals - Steps to completing your Goals Booklet - Literacy and Numeracy sections
Handout PAT Test Data – remind student not to keep it neat – needed for folio
Teacher discussion with students reviewing this data using strength based language see teacher guide information
Ask students to look at the evidence specifically the students scale score
Draft a baseline statement based on the scale score only (baseline identifies where the students starting point is) e.g. After reviewing my 2016 Term 1 PAT R Comprehension Test I note this reveals my current scale score stands at 137.8
Draft your SMARTER Goal
e.g. I want to improve my PAT R Comprehension Test scale score from up to I aim to reach this 0.6 points improvement by the end of term 3. I will trial and review my progress fortnightly evaluating my learner dispositions in how I am going and what changes I need to make to succeed. This approach will help me grow my comprehension skills for all my literacy based subjects.
To complete the strategies section work through the following steps
Ask students to explore what are learner dispositions - start by brainstorming and defining what makes a good learner? Whole class Put ideas on paper pin up in room.
Ask students to think pair share select from the learner disposition list sheet. Make use of the habits of the mind and learner Profile to assist in this process. Put these ideas around the room and ask students to share back with the class.
Now list 5 key Strategies adding the detail to each of what this looks like sounds like (So where do I get these strategy ideas from? – look at the Learner disposition lists
Continue to complete the form. (left hand side only)
REPEAT Process for Numeracy Goal

2. Baseline Statement evidence
NB This is a comparison for printing purposes it has no baring on student level of achievement.
Target 123.7
Baseline Statement evidence
The data suggests the student has some challenges across the four areas and need support in each area. This will be worked on during English class because it’s a PAT- R Comprehension Test
Have a strength based conversation with students
Focus on the students strengths skills, acknowledging their challenges and identify the type of support they may need. REMEMBER the goals focus is on the Evidence to draft the baseline statement
Explain to students
In Mentoring we will focus on the students learner Dispositions/learner behaviours not specific subject areas as learner behaviours are the strategies that directly impact the growth and skills development of the student in each area.

3. Summary of a Strength Based Approach
Teacher Guide IS
is NOT
focusing on what the student can do (their strengths and abilities) rather than what they can’t do
describing learning and development respectfully and honestly
building on a student’s abilities within their zones of proximal and potential development
acknowledging that students experience difficulties and challenges that need attention and support (the problem is the problem, which isn’t minimalised — the student is not the problem)
identifying what is taking place when learning and development are going well, so it can be reproduced, further strengthening skills and teaching approaches
what the student will one day be able to do, (grow & develop from their strengths & abilities)
only about ‘positive’ things
a way of avoiding the truth
about accommodating bad behaviour
fixated on problems
about minimising concerns
one-sided
a tool to label individuals
Attempting Strength Based Statements
Statements need to tell the student what learning and development has taken place and what strategies have been used to support the student’s learning and development.

4. Strength Based Conversations
Teacher Guide
Strength Based Conversations
When chatting with students about their PAT Tests identify their scale score and target.
Use strength based language see definitions and example – How to Encourage Students.
Remember the focus is on the students strengths skills, acknowledging their challenges and identify the type of support they may need.
Explain to students
In mentoring we will focus on the students learner Dispositions/learner behaviours not specific subject areas as learner behaviours are the strategies that directly impact the growth and skills development of the student.

5. What Makes a Good Learner?
“Be a good Listener”
“Always trying your best”
“I can do it!” Positive Attitude
“Being able to share ideas and knowledge”
“Not being afraid to get things wrong”
“Asking when you really need help”
“Good Concentration”
“Perseverance”
Making links
Learner Dispositions
Learner Behaviours
Good Learner
are a
Class ACTIVITY Brainstorm
Any more ideas?
a Good Learner is…
These are strategies that help you achieve

6. Learner Profile /Learner Dispositions
teaches us to achieve lifelong skills
creates skilled and responsible individuals
helps develop an individuals future role in society.

7. Learner Dispositions Explained

8. Learner Dispositions looks like… Sounds like….
Group ACTIVITY
Think + Pair - Share
Learner Dispositions looks like… Sounds like….
To understand some of the learner dispositions brainstorm a few using looks like sounds like.
This approach will help students know what to do when they trial this learner disposition in their classes.
LOOKS LIKE
SOUNDS LIKE
Positive Self talk
Handlings frustrations well
Asking for Help
Work doesn’t stop when it gets hard
Trying even if its not perfect
Always give it a try
“I believe in myself”
“Be strong!”
“You can do it”
“Keep Going”
“Don’t give up!”
“You’ve almost got it!”
A learner disposition
perseverance
LOOKS LIKE
SOUNDS LIKE
A learner disposition
…………………………

9. Learner Dispositions/Learner Behaviours
Persist
Practises
Inquires
Playful
Imaginative
Disciplined
Relating
Thoughtful
Reflective on own thinking/ progress
Adaptable
- flexible thinking or actions
Relational
Accepts Challenge
Reciprocity
Building
Think
Undistracted
Fixed mindset
Growth mindset
Actively seeks feedback
Gives peer feedback – teaches one another
Self-Aware
Self-Analysis
Motivated
Open minded
Shares learning
Directs how they learn
Ready, willing and able to learn
Listens with empathy and understanding
Strives for accuracy
Determined
Curious
Independent thinking / actions
Shows Creativity
Self-motivated
Resilient
Self-Directed
Self-Managing impulses – ideas to actions
Innovative
Co-operative
Persistence
Concentration
Responsible Risk Taking
Communicating with clarity
Optimism
Self-Control
Caring
Gathers data through most senses
Visualises
Perseveres
Ask Questions and poses problems
Plans
Revises
Making Links
Reasons
Bravery
Wonders
Critical
Bold
Connects
Researches
Ownership
Interact
Focused collaboration
Try adding more learner dispositions

10. Habits of the Mind Learner Dispositions

11. Habits of the Mind Learner Dispositions