1. 13 April 2011.
A S T T L E DATA – P a in tin g a
P ic t u re
We lc o m e


2. E-AsTTle data …=jkjk88888888888888886
 Wh e re do e s it fit in w ith th e He a lt h y
P ra c tic e P y ra m id? (a n d w h a t t h e h e c k is
t h a t? ? )
 Ho w c a n w e u s e it to s h o w th a t w e a re
re fle c tiv e pra c titio n e rs ?
 Ho w w ill u s in g A s T T le da ta h e lp u s to b e
b e t te r pre pa re d fo r o u r n e x t E R O v is it ?

3.  One off E-Asttle
PAT
Aligned to
Portfolios
Exemplars
Learning Goals
Diagnostic Literacy
 Occasional Assessment
Interactive
Observation
Questioning Dialogic
Listening Interactive
Discussion Continuous
 Repeated Responsive
For STRENGTH of information, use multiple samplings from multiple sources.
NZEI Te Rui Roa and Lester Flockton 2009..

4. •
Wh a
stud t are my
e
W h o nt’s nee
•
d
stud are the s?
e
strug nts that
• g are
W h a ling?
mee t am I do
t
Is it their nee ing to
•
w
w h y orking? ds?
Wha not?
• Wh y
/
t are
learn M
• ing n Y
Wh a
t do eeds?
chan I
•
Ho w ge? need to
were effectiv
e
I trie the stra
d tegi
Hav ?
•
es
e my
actio c
ns h hanged
impa a
ct? d any

7. WHAT
!! Geor
2P? He ge is le
’s mea vel
nt to b
4 P. e at
First thing:
• Discuss the test with George.
• He thinks this mark is accurate. He
found the test difficult.
• Analyse George’s Individual
Learning Pathways report.

8.  We deliberately c h a n g e our practice and
approach
because…
 We have identified gaps that our normal
teaching actions won’t address.
Intervention = a s tra te g ic re s po n s e in our
practice in order to close the learning gap
A c c e l e r a te d
a c h ie ve m e n t

9. Target students in 9FW have difficulty with:
 Knowledge of V O C A B U L A R Y
 Consistently re a din g fo r m e a n in g
 Responding with u n de rs t a n din g
 Making In fe re n c e .

10. Problem area: Strategies to help address them:
Think aloud
Embedded questions
Comment codes
Consistently
Summarise
read for meaning 3-level reading guide
Quickwriting
Graphic organiser
Respond using Question dice
understandings & Reciprocal interviewing
information Postbox activity
Reconstructing paragraphs / texts
Think aloud
Make inferences 3-level reading guide
Word maps
Clustering
Concept circles
Knowledge of
Pair definitions / definition barrier activity
vocabulary Never-seen-before grid
Structured overview
Interactive cloze

11. That’s enough for now… for the rest of this session
we are going to:
• Work in small groups to make a start on the
Teacher Inquiry Knowledge building cycle.
•Share any positive feedback from anything you’ve
tried.
•Any questions??
Thank you! 