1. Northland Secondary Literacy Cluster Senior Literacy class Wednesday 2 May Helen Panayiodou h.panayiodou@auckland.ac.nz

2. Write 2 truths and a lie on a piece of paper. Share and disclose your lie

3. Learning Intention To identify the needs of this group To consider the programs/courses To consider strategies to support achievement and engagement To raise knowledge around students with special needs.

4. Outline of the day  9.00am:Welcome/Housekeeping Introduction to literacy PISA findings SWOT analysis Knowing the learner  10.30am:Morning Tea Break Data analysis 12.30pm: Lunch Break Selection of students Programs Strategies and approaches Surveys What next?

5. A model for teaching and learning?

6. Copy 교사 문제, 그리고 그들이하는 짓을 문제.... 학생 들 결과에 큰 차이를 낼 수있는 연습을 가르치고. 교육부, 2003a, 8-9 페이지의

7. Your role - How are your roles similar/different? Educational and professional background Role in the school Support received from school Use of first language with students/attitude Support for listening/speaking Support for reading/writing Satisfying/difficult? Suggest 2 ways your role in the school could be strengthened

8. Teachers matter, and what they do matters….Teaching practice can make a major difference to student outcomes. BES Ministry of Education, 2003a, pages 8-9

9. PISA and its implications for subject specific literacy True/False activity

10. What does NZ’s performance look like? Country/GroupMeanRanking NZ5217th Pakeha5412nd Asian5227th OECD average493 Maori, Slovenia, Slovakia 47834 th = Pacific44844th

11. What did PISA reading literacy test? The reading tasks covered 3 dimensions: Knowledge (the form of the reading materials) Continuous texts, non-continuous texts, mixed texts and multiple texts Competencies or aspects (types of reading tasks or process) Access and retrieve, integrate and interpret, reflect and evaluate Situations or context (the use for which the text is constructed) Personal, educational and occupational and public and scientific

12. Findings: Continuous vs non-continuous texts NZ students performed strongly on tasks related to non- continuous texts (lists, diagrams, graphs, tables) – 532 points. Not as strong on continuous texts (sentences, paragraphs) – 518 points. Most countries did not have more than a 10 point difference between continuous and non-continuous text scores. Females out-performed males in both types but the gap was wider with continuous texts.

13. Findings: Access and retrieve, integrate and interpret NZ students performed strongly in this area. 5 countries outperformed NZ. NZ had a significant gap between males and females in this area (40 points).

14. Findings: reflect and evaluate NZ students performed very strongly in this area. Only Shanghai-China, Korea and Hong-Kong China outperformed NZ. NZ had one of the widest gaps between males and females in this area (50 points).

15. Students’ use of literacy strategies Students who use appropriate strategies to understand and remember what they read performed 73 points higher than students who use strategies the least. Strategies include: underlining important parts in the text discussing what they read with others

16. Summarising information The gap between students who know most about summarising and those who know the least is 107 points.

17. Achieving students figure out what they need to learn ensure they understand what they read figure out concepts they have not fully grasped try and remember the most important points look for additional clarifying information when they don’t understand what they have read

18. What’s wrong? Kate: Are you going to use this group activity or game with this class? Lisa: I don’t think so. Kate: Why not? Lisa: Games don’t seem to work with the class I have at the moment. They usually do, but not with this class. Kate: That’s strange. Lisa: I know. I used to love these games when I was at school. I don’t know what’s wrong with them.

19. Feedback There is probably nothing wrong with Lisa’s class. It is likely that as a group they have a learning style that prefers different types of learning activities. They are making assumptions that because they enjoy these activities all students will. Lisa should talk to her students directly and find out exactly what they like. A learning style quiz would help.

20. All students have different learning styles. This affects the way they behave in the classroom and their response to different material and activities. Common learning styles include: Fluency-focused Accuracy focused Visual Auditory Kinesthetic It is important to realise that each learning style is a continuum and all students will have a mixture of learning styles, however one will stand out.

21. Teachers face a broad diversity of learners in their classrooms. Students come into the classroom with a wide range of experiences and skills. Teachers need to Recognise the unique talents and skills of each student Respond to different learning styles Acknowledge cultural diversity Adapt instruction for students with special challenges

22. Goals Identify ways you can adapt your teaching to reach a broader range of learning styles among your students Plan adjustments in your teaching to anticipate the needs of students with learning needs Identify the hallmarks of culturally responsive teaching and how they can be applied.