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Copy of Lessons to Learn

A Presentation of the PLP-R/W Self-Evaluation Leaflet

jeff wall

on 5 January 2017

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Transcript of Copy of Lessons to Learn

PLP-R/W Self-Evaluation News
Friday, March 14, 2014
Vol. 1, No.1
International Edition
A Literacy Programme Developed From Scratch
See page 1
The study attempted to address three key questions
See Professional Development, 4
Four Components 2&3
Communities of Practice, 4 & 5
Students' Improvement, 6 &7
Recommendations, 8

Launched in 2007
Continued From Page 2

clear classroom routines
to maximise on-task behavior; and
collaboration, support and ongoing professional development
through the formation of effective communities of practice.

integrated practice of all language skills

within a structured and sequential reading and writing programme;
opportunities to
target specific students’ needs
formative assessment
to inform learning and teaching;
print-rich environment
that supports learning in the classroom and beyond;

To What Extent Have the Teachers Changed their Practice Regarding the Four PLP-R/W Components ?
Teaching of Reading and Writing

Through the PLP-R/W, teachers stated that they had:
• learned more strategies and skills
• increased confidence in their teaching
• adopted a more interactive teaching style
• gained enthusiasm

‘It’s got each aspect of reading, writing, (listening) and speaking, kind of integrated that makes a balanced programme.’

‘We’ve got three teachers in the classroom and it’s very good because we get to work with small groups. I can definitely see what they are doing and give them instant feedback.’

PLP-R/W Schools - Teachers were better equipped with a range of strategies for using formative assessment.

Also evident was the inclusion of PLP-R/W content in summative assessments, high frequency words and targeted phonics in dictation.
The physical setting of the PLP-R/W English room creates a safe environment which encourages and motivates pupils.
Teachers commented on the importance of an organised learning environment. This includes the establishment of set routines, the formation of ability groupings for different skills, the building up of instructional language and development of effective time management strategies.
Classroom Management
Teachers should ‘use the same sort of signals… praise (the students) in a similar sort of way… discipline them in a similar sort of way.’
NET Section Office, Tseun Wan.

• To what extent have the teachers changed their practice regarding the four PLP-R/W components: the teaching of reading and writing, assessment, classroom management, and classroom and whole-school environment?

• How have the elements embedded in the communities of practice changed teacher practice?

• Does the students’ reading and writing literacy development reflect any teaching improvement?

Cycles of school-based professional development facilitated by the Advisory Teacher consisted of workshops, discussion packages, co-planning, classroom support and reflection.

Has Communities of Practice Changed Teacher Practice?
“Communities of practice are groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis.” (Wenger 2002).
NET-LET Collaboration
Teachers felt that the PLP-R/W workshops provided, "...guidelines, tools and support to implement the Programme effectively”.
Co-planning was seen as bringing multiple benefits to different aspects: teachers’ individual growth, team spirit, professional development and teaching enhancement. Co-planning was described as “invaluable”.
‘...the Programme cannot run without co-planning’.

‘I believe that the majority of teachers learn from each other. Co-teaching is valuable because we can’t just read and learn.’
Co-teaching positively impacted team empowerment, professional development, classroom management and environment planning, the identification of opportunities for assessment and use of strategies for catering for diversity.

Were Teachers More Effective?
Continued from cover
The findings garnered from the three specific research questions were translated into evidence to confirm that the PLP-R/W teachers, as members in a community of practice, were in fact more effective teachers of reading and writing.

Centralised Professional Development
Students' Reading Progress
Over the three years, a total of 89 students at 17 schools were tracked. In terms of reading, students gained up to 15 Reading Recovery levels over the 3 years, with an average gain of 6 levels. At the start of Primary 1, 7% of students were reading between levels 4 – 16. This figure rose to 66% by the end of Primary 3.
The teachers attributed higher reading levels to ‘deliberately teaching reading’ and to students spending ‘so much time reading (with) repetition in the text’. They considered guided reading, with students ‘at the right levels’, central to practising specific strategies.
Friday, March 14, 2014
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Teachers changed their way of working as an outcome of collaboration through co-planning and co-teaching, which engaged them more successfully in the teaching of the students and in developing new teaching strategies.
Continued from page 6
Students' Writing Progression
Friday, March 14, 2014
Friday, March 14, 2014

We can't be perfect, but we can be better
Through active involvement, principals and middle managers can gain insight to lead the PLP-R/W team and support the programme.

All new PLP-R/W teachers attend centralised workshops which support programme implementation.

To facilitate collaboration, timetable one double lesson per week per level for co-planning.

Collaboration between LET, NET and CA is essential to facilitate programme implementation.

We can't be perfect, but we can be better
Maximise student achievement by using the PLP-R/W as the backbone of the school-based English language curriculum, referring to the Integration Support Package in planning General English and including key elements of the programme in school-based summative assessments.

Students reading at or above Reading Recovery level 4 (instructional level) should be using commercial books at their appropriate level for guided reading and be given PLP-R/W and commercial books for home reading.

Include one guided writing lesson in each Primary 3 unit to provide opportunities for students to enhance and practise writing skills.

Make the best possible use of the service of our ATs who have a key role to play in the programme as advisors, facilitators, motivators and coordinators during professional development, co-planning and classroom support visits.

Hong Kong, China - A literacy programme specially designed for local primary schools that features:
‘They can write more because they can look for some words that they don’t know.’
School-based Professional Development
The ATs co-taught, and ‘demonstrated many strategies’, which inspired teachers to further ‘modify the strategies’…
Writing progression was reviewed using the Writing Skills Framework in the PLP-R/W manual. A cross-section of six students’ writing samples from each pilot school revealed clear progression, as fully explored in the self-evaluation.
Progression in punctuation:
‘Starting with full stops used in primary 1, knowledge of punctuation expands to quotation marks, colons and apostrophes for possession and contractions by primary 3.’
Cohesive devices:
moving on from the use of ‘and’ in Primary 1, Primary 2 students are able to use more varied connectives to introduce contrast and reason within compound sentences.
provided by teachers allows students to progress from copying to guided and move towards independent writing in Primary 3, where the development of a
personal writing style
becomes evident.

Maximise co-teaching opportunities. They allow experienced and new teachers to engage in modelling and observation and strengthen support for learners.

Place experienced teachers in each year to provide support for less experienced teachers.

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