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Preparing for NAPLAN

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Information. Knowledge. Subject matter. Topic. Genre. Form. Style. Category ... Time required on task. Benefits and implications of testing. Students need to know... – PowerPoint PPT presentation

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Title: Preparing for NAPLAN


1
Preparing for NAPLAN
2
  • Content
  • Information
  • Knowledge
  • Subject matter
  • Topic
  • Genre
  • Form
  • Style
  • Category

3
Content Is the WHAT we teach
  • Deep knowledge
  • general awareness or possession of information,
    facts, ideas, truths, or principles
  • Knowledge of core content covering a range of
    years
  • VELS - responsibility of all teachers (P to 12)
  • To support teachers we have
  • Progression points
  • Continua
  • Teaching Strategies
  • Evidence based assessment for teaching

4
How do we teach?
  • Through Key Strategies for developing
    understanding of the content
  • Remembering what is known
  • Activating prior knowledge
  • Getting knowledge ready
  • Synthesising the unknown to become the known
  • Making connections
  • Applying what is known through
  • Predicting
  • Questioning
  • Visualising
  • Summarising and paraphrasing
  • Using vocabulary

5
What do we need to know
  • Teachers need to know
  • The test content
  • Testing strategies
  • Time required on task
  • Benefits and implications of testing
  • Students need to know
  • The test content
  • Testing strategies
  • Time required on task
  • Benefits and implications of testing

6
Knowing the Components of the test
  • Multiple choice questions
  • Montage
  • Poems / Short stories / dialogue
  • Write short answer responses
  • Number problems embedded in words
  • Pictorial representations

7
Knowing the Time
  • Time on task up to 45 minutes
  • It is not a race or competition
  • Pace
  • Build up stamina
  • Build up skills
  • Practise timed reading and writing

8
Knowing how to integrate into instructional
practice
  • PLAN the TIME FOR STUDENTS TO PRACTISE
  • Independent reading with a focus
  • Listening and responding to readings
  • Discussing the focus
  • Responding in writing
  • Short responses to extended responses
  • Build up TIMED READING , WRITING, MATHS
    RESPONSES
  • Actual test taking focusing on the components of
    the test

9
Knowing the Test Strategies
  • Skimming and scanning
  • Identifying key words
  • Use picture clues
  • Using artefacts
  • Practise
  • Moving on to known questions
  • Rereading questions

10
Montage
  • -

artefact
11
Key activities to be embedded into teaching
practise
  • PLAN the TIME FOR
  • Independent reading/writing
  • Reading to students
  • Discussions with students
  • Questioning and questions
  • Guiding the reading/writing
  • Sharing the reading/writing
  • Able to quickly switch between genres

12
Why prepare for tests
  • Enable students to do their best under test
    conditions
  • Prevent students from being confused or
    intimidated by a strange format or the
    requirements of tests
  • Assist teachers to have accurate information to
    inform their teaching
  • Set students up for success not failure

13
What can be done before May?
  • Plan for test taking STRATEGIES
  • Learning the Structure of the Testing Genre
  • Learning Time Management in the Testing Genre
  • Reading
  • Sustained, independent reading
  • Writing break down the 30 min.
  • Pre-writing/planning train for 5 min.
  • Writing train for 20 minutes
  • Re-reading/editing/proofreading train for 5 min
  • Maths
  • Understanding the question
  • How to represent the answer
  • Opportunity to practise and build stamina
  • Provide parents with information

14
14
15
  • . . .if we think about the test as a sort of
    genre, we could teach kids how to negotiate it
    in much the same way that we teach them how to
    negotiate any other genre.
  • Donna Santman

16
Resources
  • Websites
  • AiZ www.aiz.vic.edu.au
  • VELS http//vels.vcaa.vic.edu.au
  • Progression points, continua, teaching strategies
  • NMR www.nmr.vic.edu.au
  • HRLTP
  • A Teachers Guide to Standardized Reading Tests -
    Knowledge Is Power Calkins, Montgomery and
    Santman
  • What Really Matters for Struggling Readers
    Designing Research-Based Programs Richard L.
    Allington
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