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

Australian Council for Educational Research

The role of evidence in teaching

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

• f the same age are at very different

points in their learning.

2 3 4 5 6 7 8 9 10

Year

Yr 9 Yr 7 Yr 5 Yr 3

900 800 700 600 500 400 300 200 100 least advanced 10% most advanced 10%

Mean

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.

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

text comprehension

• negotiating increasingly complex written language and using

metacognitive skills such as self-monitoring of comprehension

• 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

Reading Acquisition expert 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 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

Level 8

• match synonymous words to locate

information

• link information across sentences

and make simple inferences when clues are prominent, in a range of simple texts

• make plausible predictions and

interpretations

• explain the purpose of familiar text

types and recognise obvious reasons for a writer's choice of words

reading aloud

8

retrieving information

8

interpreting information

8

reflecting

• n text

8

retrieving information interpreting information reflecting

• n text

reading aloud

8 8 8 interpreting skills include

• link pieces of related, prominent

information in several adjacent sentences (when there is a little competing information) to compare or generalise about events or ideas

retrieving information interpreting information reflecting

• n text

reading aloud

8 8 8 example Tooh I usually take leftovers for my lunch. Mum makes a little more for dinner in the evenings and there is some 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?

retrieving information interpreting information reflecting

• n text

reading aloud

retrieving information interpreting information reflecting

• n text

reading aloud

Assessment is the process of drawing inferences about where individuals are in their learning from samples of their performance/work.

Students’ performances on

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

Year 4 Year 7 Analysis of the details

• f 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

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 information interpreting information reflecting

• n text

reading aloud

4 Students at level 4

• ften have difficulty

distinguishing a familiar word from

• ther words with

similar features.

example

Level 4

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).

retrieving information interpreting information reflecting

• n text

reading aloud

4

retrieving information interpreting information reflecting

• n text

reading aloud

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

example I use chalk to play lots of games outside. You can play four square if you have a ball. Ask your grandmother about

• hopscotch. My favourite game

is drawing obstacles that my friends and I have to ride around on our bikes. We love swerving around man-eating sharks and long-toothed alligators. Ashran

What are the man-eating sharks Ashran talks about? A toys B friends C models D pictures na Level 9 16% 16% 7% 60% 1%

example I use chalk to play lots of games outside. You can play four square if you have a ball. Ask your grandmother about

• hopscotch. My favourite game

is drawing obstacles that my friends and I have to ride around on our bikes. We love swerving around man-eating sharks and long-toothed alligators. Ashran

Level 9 – targeted teaching inference The connection between drawn

• bstacles and

sharks is not stated directly.

example I use chalk to play lots of games outside. You can play four square if you have a ball. Ask your grandmother about

• hopscotch. My favourite game

is drawing obstacles that my friends and I have to ride around on our bikes. We love swerving around man-eating sharks and long-toothed alligators. Ashran

Level 9 – targeted teaching inference The connection between drawing and sharks is not stated directly. Inference instruction has been shown to benefit the ability to draw inferences as well as general reading comprehension.

(Elleman, 2017)

Level 9 – targeted teaching inference: Jo got on the bus

Source: PAT Teaching Resources

Finally the bus came over the hill. Jo was soon on her way to the city.

Level 9 – targeted teaching

Source: PAT Teaching Resources

EXPLAIN to students what inference means: that sometimes the connection between events is not directly

• stated. It is just suggested.

ASK students to identify what can been inferred from this text… We could also infer that Jo had been waiting a long time. POINT OUT that adding the information, ‘Jo got on the bus and was soon on her way to the city’, removes the

• inference. Now the information is clearly stated.

retrieving information interpreting information reflecting

• n text

reading aloud

9

retrieving information interpreting information reflecting

• n text

reading aloud

10 Students at level 10

• ften have difficulty

relating pronouns and nouns in dense and unfamiliar texts.

example Constellations are imaginary pictures people make in the night sky by joining stars

• together. The constellation

Crux (Latin for cross) is the smallest of the constellations, but also one of the most

• distinctive. It is more

commonly known as the Southern Cross. Acrux is the principal star in Crux. It is at the bottom of the cross. Acrux is actually a double star, but the two stars are so far away that we see them as one. Acrux is the fourteenth brightest star in the whole sky.

Gacrux

Gamma Crucis

Mimosa

Beta Crucis Delta Crucis

Hadar

Beta Centauri

Acrux

Alpha Crucis

Rigil Kentaurus

Alpha Centauri

Southern Cross is another name for A Crux B Acrux C Mimosa D Centaurus na 81% 10% 3% 3% 3% Level 10

When John arrived, he noticed that the door was open. When he arrived, John noticed that the door was open. Level 10 – targeted teaching

Source: PAT Teaching Resources

Italy is a country in Europe. Italy has many ancient Roman monuments. There are lots of old and beautiful churches in Italy. Italy is shaped like a long boot. Off the coast near the toe of the boot is the island of Sicily. Pizza and spaghetti are famous dishes from Italy. DISCUSS the effect of having Italy repeated too often. ASK students to improve the text by using some pronouns while also maintaining the meaning. DISCUSS how the meaning has changed if students say ‘Pizza and spaghetti are famous dishes from there’. Encourage students to identify that this sentence now means the pizza and spaghetti come from Sicily because Sicily is the last mentioned place. Level 10 – targeted teaching

Building professional capacity PAT Professional Learning is a series of

• nline courses designed to build teachers’

skills in ascertaining where students are in their learning, targeting individual learning needs and monitoring growth over time.

Targeted teaching

summary evidence-based teaching depends on the use of targeted teaching strategies – to address individual learning needs

• 3. monitoring student progress
• ver time

1 2 3 4 5 6 7 8 9 10 Year

95 80 50 20 5

Dear Parent Henry is now reading at Level 6. He has made excellent progress over the past six months. There have been improvements in the fluency of his reading and in his ability to scan text and recognise words. He can read and understand short stories with simple sentences and familiar words. Henry enjoys reading story books and should be encouraged to read at home, although he may need help with more difficult words such as ‘does’, ‘laugh’, ‘again’, ‘because’ and ‘should’.

In England, PAT Reading is being used to measure the reading progress of 6000 children from the beginning of Year 2 to the end of Year 3. This is part of a randomised controlled trial by RAND Europe (funded by the Education Endowment Foundation) of a whole-school approach to training, preparing and deploying teaching assistants.

In Australia, PAT Reading* is being used by Jenny Gore and colleagues to monitor student progress as part of the evaluation of their Quality Teaching Rounds (QTR) program. This is part of a randomised controlled trial involving 30 000 educators funded by the Australian Research Council, New South Wales Department of Education and the Paul Ramsay Foundation. * and PAT Mathematics and PAT Science

ACER is collaborating with the UNESCO Institute for Statistics to explore the use of these reading levels as a frame of reference for monitoring improvements in reading performance in developed and developing countries. This work – funded in part by the Australian Department of Foreign Affairs and Trade – is being undertaken in the context of the United Nations Sustainable Development Goals (2030).

summary evidence-based teaching depends on the ability to monitor student progress – to evaluate learning success and teaching effectiveness

The role of evidence in teaching

• to establish and understand where students

are in their learning

• to meet learning needs with effective, targeted

teaching strategies

• to monitor student progress over time and to

evaluate teaching effectiveness