The role of evidence in teaching Australian Council for Educational - PowerPoint PPT Presentation

The role of evidence in teaching Australian Council for Educational Research

evidence-based practice integrating individual clinical expertise with the best available external evidence from systematic research Sacket et al , 1996

1. establishing and understanding where students are in their learning

If I had to reduce all of educational psychology to just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him [or her] accordingly. Ausubel, 1968

Ascertaining where individuals are in their learning is made especially important by the fact that learners of the same age are at very different points in their learning.

900 800 700 Mean 600 Yr 9 most advanced Yr 7 10% 500 Yr 5 Yr 3 400 300 least advanced 10% 200 100 2 3 4 5 6 7 8 9 10 Year

Learning is maximised when students are provided with learning opportunities at an appropriate level of challenge – teaching targeted on learning needs

Establishing where individuals are in their learning depends first on understanding what long-term progress in a learning area looks like.

Reading The science of learning to read is providing a deeper understanding of how reading develops. eg, Castles et al , 2018

expert text comprehension • negotiating increasingly complex written language and using metacognitive skills such as self-monitoring of comprehension Reading Acquisition • drawing inferences from complex text • integrating background knowledge, language knowledge and vocabulary knowledge to understand meaning in text fluent word reading • recognising words rapidly and automatically alphabetic decoding • reading aloud regular but unfamiliar words • reading aloud letters pre-reading • understanding that written symbols represent sounds • using visual cues; rote learning; guessing novice

Interrogate complex texts Interpret many aspects of complex texts Interpret texts with substantial complexities Interpret texts with a key aspect of complexity Interpret some complexities & manage competing information Make inferences and manage low-level competing information Make simple interpretations of simple texts Locate information using synonyms Locate information using direct word matching Read some sentences Read some words and the pictures Read the pictures Recognise familiar print Notice print

Interrogate complex texts Interpret many aspects of complex texts Interpret texts with substantial complexities Interpret texts with a key aspect of complexity Interpret some complexities & manage competing information Make inferences and manage low-level competing information Make simple interpretations of simple texts Locate information using synonyms Locate information using direct word matching Read some sentences Read some words and the pictures Read the pictures Recognise familiar print Notice print

Interrogate complex texts Interpret many aspects of complex texts Interpret texts with substantial complexities Level 8 Interpret texts with a key aspect of complexity - match synonymous words to locate information Interpret some complexities & manage competing information - link information across sentences Make inferences and manage low-level competing information and make simple inferences when Make simple interpretations of simple texts clues are prominent, in a range of Locate information using synonyms simple texts Locate information using direct word matching - make plausible predictions and Read some sentences interpretations Read some words and the pictures - explain the purpose of familiar text Read the pictures types and recognise obvious reasons for a writer's choice of words Recognise familiar print Notice print

reading retrieving interpreting reflecting aloud information information on text 8 8 8 8

reading retrieving interpreting reflecting aloud information information on text interpreting skills include - link pieces of related, prominent 8 8 8 information in several adjacent sentences (when there is a little competing information) to compare or generalise about events or ideas

reading retrieving interpreting reflecting aloud information information on text example Tooh I usually take leftovers for my lunch. Mum makes a little more for dinner in the evenings and there is some 8 8 8 food left for my lunch next day. I don’t mind eating leftovers cold . Question When does Tooh’s mum make the food for his lunch?

reading retrieving interpreting reflecting aloud information information on text

reading retrieving interpreting reflecting aloud information information on text Assessment is the process of drawing inferences about where individuals are in their learning from samples of their performance/work.

Students’ performances on online Progressive Achievement Tests (PAT Reading) can be used to draw inferences about the reading levels individuals have reached.

scores between 110 and 119 on the PAT Reading scale

Year 7 Year 4 distributions of Australian Year 4 and Year 7 reading levels

Year 7 Year 4 Analysis of the details of an individual’s performances can provide diagnostic insights into why they are not further advanced.

summary evidence-based teaching depends on information about where students are in their learning (and why) – to identify next steps

2. meeting learners’ needs with targeted teaching strategies

Reading There is considerable research evidence from randomised controlled trials (RCTs) that letter-sound knowledge and phonemic awareness are crucial foundational skills for reading comprehension. For beginning readers and students with low levels of reading comprehension, the systematic teaching of these skills is likely to be beneficial.

Reading There is also considerable evidence from randomised controlled trials that vocabulary (word knowledge) and general (oral) language skills are crucial to the development of reading comprehension. For students who have mastered reading aloud skills, the systematic teaching of language skills (including the use of grammar, syntax, inferences, etc) is likely to promote improved reading comprehension.

reading retrieving interpreting reflecting aloud information information on text Students at level 4 often have difficulty distinguishing a familiar word from other words with 4 similar features.

Level 4 example 63% 21% 15% na 1%

Level 4 – targeted teaching Systematic phonics instruction TEACH letter-sound correspondence by introducing single letter sounds (eg , ‘b’, ‘t’, ‘d’) and then blending letter sounds (eg , ‘ sh ’, ‘ th ’, ‘ ing ’) – ‘synthetic phonics’. USE visual, auditory and kinaesthetic resources (eg, letter tiles) for simple word building. ENCOURAGE students to discuss similarities and differences between simple words (eg, bill, bag, tag, hand).

reading retrieving interpreting reflecting aloud information information on text 4

reading retrieving interpreting reflecting aloud information information on text Students at level 9 often have difficulty drawing an 9 inference by linking several dispersed clues in a short piece of text that includes competing information.

Level 9 example I use chalk to play lots of games outside. You can play four square if you have a ball. What are the man-eating Ask your grandmother about sharks Ashran talks about? hopscotch. My favourite game is drawing obstacles that my A toys 16% friends and I have to ride B friends 16% around on our bikes. We love C models 7% swerving around man-eating 60% D pictures sharks and long-toothed 1% na alligators. Ashran

Level 9 – targeted teaching example I use chalk to play lots of games outside. You can play four square if you have a ball. Ask your grandmother about inference hopscotch. My favourite game is drawing obstacles that my The connection friends and I have to ride between drawn around on our bikes. We love obstacles and swerving around man-eating sharks is not sharks and long-toothed stated directly. alligators. Ashran

Level 9 – targeted teaching example I use chalk to play lots of games outside. You can play four square if you have a ball. Ask your grandmother about Inference instruction hopscotch. My favourite game inference has been shown to is drawing obstacles that my benefit the ability to friends and I have to ride The connection draw inferences as well around on our bikes. We love between drawing swerving around man-eating as general reading and sharks is not sharks and long-toothed comprehension. stated directly. alligators. (Elleman, 2017) Ashran

Level 9 – targeted teaching inference: Jo got on the bus Finally the bus came over the hill. Jo was soon on her way to the city. Source: PAT Teaching Resources