2008+workshop+march+2009

ISFs to complete feedback sheet Expectation to visit all teachers during the year. Tracking document: [|Teacher modelling.doc] Document also allows for ISFs to analyse teachers needs (second page). Discussion about what ISFs think they should do || //Demonstration of group work// //Teaching content// //For the teacher who is observing// //Explanations//
 * 1.Data and feedback.
 * what are some of the key trends
 * how are you using numeracy data
 * how are your teachers using numeracy data
 * workshops for this year
 * modelling for this year
 * PCK for this year
 * Other plans for this year ||  ||
 * 2.Looked at facilitator needs [|2009 NEEDS NAME.doc] ||
 * 3. Modelling / observation / feedback expectations 2009
 * __Notes from discussion:__
 * Where does the modelling happen**
 * ISF in their own class with their own students
 * ISF in other teachers class with their students
 * can be part of a lesson or a whole lesson
 * negotiation of outcome with teacher
 * Modelling can involve:**
 * Modelling can involve:**
 * how to group students according to the data
 * independent activities for students who are not working with the teacher, what is the purpose of these particular students work
 * appropriateness of activities selected for groups
 * knowledge vs strategy for individual activities
 * how to run a class with groups: working as a group, eg cooperative work; grouped for teaching
 * structure (physical) of the class room: tables in groups
 * management of groups
 * see 3 before me
 * using groups as a management tool
 * differentiation
 * "pre-test", diagnostic assessment questions
 * sequencing of lesson
 * teaching objective
 * eg: fractions, language
 * teaching model - materials, imaging
 * questioning
 * listening - noticing - wait time
 * PCK
 * connecting materials to content
 * use of equipment
 * increase their comfort level
 * focus on one thing at a time
 * specific outcome with evidence
 * show it can be done at secondary school
 * excuses, removing barriers
 * with their kids
 * specific and explicit about what we are doing
 * folding back to materials etc
 * transitions, why you make decisions
 * what works with the students
 * Modelling 1 or 2 ideas only**

80% of the talk time is the teacher, 20% is the ISF collecting evidence, what to collect and how factual evidence not subjective opinion //Peter Hughes model:// The observers role (information about how to be an observer) [|3.2 Observer Role .doc] The reflection tool (usually use page 2 the most with teachers - Pip) [|Self 12.2.doc] ||  || Need to share workshops that were planned following lectures 2008 with teachers this year. Workshop framework [|WORKSHOP PLANNER.doc] Notes from lectures prepared by others: here ||  || Step 1: Identify a small group of maori or pasifika students in your class that are at risk. **Bring data about these students to the next workshop – 20 May.**
 * Observation/Feedback**
 * 4. Workshops with teachers for 2009
 * 5. Mini intervention [|Mini intervention.doc]

Data on at risk students • Summative data: e.g. NumPA,GLOSS, AsTTle, PATs, Basic Facts tests. • Formative data: e.g. modeling book information, student profiles, 1-1 conference information. • Looking through all of the data you have brought, what is your area of focus for each student?

Data analysis Think ‘specificity’ • What exactly do they know? • What exactly don’t they know yet?

• Strategy AC - EA e.g. 15 - 8 scooping to tidy no. instead of counting back. Knowledge needed BF within 10. • Knowledge BF e.g. BF within 10 • In your small groups can you assist each other through the process of refining your evidential data with specificity. Without specificity you will be unable to develop an achievable action plan to assist these students to make progress. ||  ||