Reflection: Data analysis to inform design for learning
I teach in an ILE with Year 3 and 4 students. In my reading class I have 1 Y4 reader and the other 25 readers are Year 3. We have just introduced chromebooks to the Y3 students and a PAT reading comprehension assessment can not be administered to this age group.
Reflecting on PAT comprehension data is not something I can do with my current reading students. To form a goal for each reading group - I looked at their current reading level and listened to them read a book (at least one level below instructional) to hear them read aloud and make goals from there.
Then I used the reading survey data to look at common interests across groups. I then tried to link these common interests to our focus in our writing programme. This week and next we are looking at procedure writing. This week the structure, and next we will look at precise language. For one of my reading groups (L17) I chose procedure fiction books 'How to Build a Race Car' through arts and crafts. We could make connections across the structure of the text we unpacked as a group and the structure of a piece of writing about 'How To Make Toast' earlier that day.
Linking across the curriculum in this way means children can make connections inside and outside the classroom. I appreciate this may not be the way this data analysis was intended to inform the design for learning but I feel it has benefited me in a different way, which is always positive.
I am looking forward to seeing how others utilized their data. However I have transferred the skills demonstrated during the walk through of the NZCER-assist site in our last session to analyse my class' Maths assessment data.
Kia ora Jasmine,
ReplyDeleteYou have made good observations of the students and considered the data that is available to you, in the absence of PAT Reading data for your Y3s. You are constantly thinking about how to adapt and apply your learning from the RPI sessions to your current cohort. I was impressed with the ease at which you navigated the PAT Maths data during our recent staff PLC - clearly utilising the skills you've acquired when attending the RPI session. It will be interesting moving forward, to see how you co-construct the success criteria with your students. It will also be good to rise to the challenge that Naomi has prompted using the PAT categorisation of questions to support ambitious learning design of Reading tasks, developing the task boards further and working alongside the Senior Syndicate to observe how they challenge their students through the use of task boards. Thanks for sharing your RPI learning with the Middle and Senior Syndicates, during our planning sessions, you're constantly ensuring that your learning is benefitting our wider school community.
Mõrena Helen, thank for taking the time to read and comment on my blog post. I agree - I am looking forward to navigating those PAT question areas and working alongside the Senior syndicate to share how to target those gaps through the task boards and other digital learning outcomes. I am looking forward to tomorrow's session of text selection. Many thanks - Jasmine
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