WC Ass 3 Evidence based
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Western Sydney University *
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Jan 9, 2024
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Discuss several evidence-based
strategies for developing
relevant
language, literacy, and numeracy skills in your training environment.
Making decisions based on evidence is essential for highly effective teaching in the primary school environment. From using quality evidence of student learning to determine where a student is at, what needs they have and how a student progresses, to using evidence informed practices to deliver high quality and impactful education programs, evidence, research, and student outcomes are inextricably linked. In order to develop relevant language, literacy and numeracy skills (LLN), quality teachers rely solely on evidence-based strategies to teach them. Current research has identified a multitude of effective teaching strategies, that when employed, improve student learning outcomes. High expectations, explicit teaching, effective
feedback, and the use of data to inform practice are among the top areas that impact upon student learning (Centre for Education Statistics and Evaluation [CESE], 2020, p. 5).
Holding high expectations of student achievement is one of the most impactful things a teacher can do. (Joseph, 2021, para. 6). According to John Hattie’s meta study of influences on student achievement, teacher expectations of students has an effect size of 1.29. An effect size of 0.4 or above is considered highly effective. An effect size of 1 is considered by Hattie to increase a child’s learning by two years in 12 months (Hattie, n.d, p. 3). The Centre for Education Statistics and Evaluation (CESE) considers High Expectations as the one of main evidence-based practices that improve student performance, as it is linked to positive student teacher relationships, constructive feedback, differentiation, and enhanced student wellbeing and engagement. High expectations positively affect all students’ success; from students with
learning challenges who need support, to high performing students who need a challenge. Making learning visible is key to establishing high expectations (Hattie, 2012, p. 32).Providing worked examples so the students can see what they are expected to do; establishing concise and precise learning intentions and success criteria at the beginning of lessons so that students are aware of what they are learning, why they are learning it and what
being successful looks like; and developing individualised learning goals for each student so that they are challenged and supported at their level, are all effective evidence based strategies that are relevant in developing strong language, literacy and numeracy skills. Research has found, that with high expectations in these areas, students are often ahead in their learning by three to six months (CESE, 2020, p. 6a).
Explicit teaching is when teachers make sure students understand why they are mastering a particular concept, how it relates to prior knowledge, what they are expected to do, how to do it, and what success looks like. Students are provided with the opportunity and time to evaluate their knowledge, ask questions, and get precise, useful feedback on various performance-related areas. Teaching strategies that are explicit are based on research on how information is efficiently absorbed and kept by students as well as how they apply that knowledge and understanding to find solutions, ask questions, and construct and support their
positions (CESE, 2020, p. 10b). Visible learning and teaching take place when learning is clear, with a goal that differentiates and challenges both the teacher and the student (in their own unique methods) aim to determine whether and to what extent the challenging goal is reached
(Hattie, 2012, p. 14). It is important to consider th
is
strategy within the specific contexts of each classroom and the overall school setting. Relevant to the explicit teaching of LLN, teachers do this by starting the lesson with a lesson criterion that is clear. Explain to them in simple language what they need to learn and why it is important. Model, explain, and
direct the learning so the teacher gives clear instructions for the task, shows the students through different means, then offers guided followed by independent opportunities.
In the
primary school environment, the NSW Literacy Continuum informs the teaching of speaking and listening. Students are taught how to speak to different audiences and for different purposes and to listen with different audiences and for different purposes (NESA, 2018, p. 5).
Reading is the key element of literacy competence – explicate teaching would involve modelling how to sound out a word, providing immediate corrective feedback to the student and modelling the instruction. Phonological awareness requires the strategy of explicit teaching and effective feedback to be used when teaching and is relevant language and literacy. Phonological awareness is the comprehension of the different ways that language can be divided into smaller components and is used to refer to spoken language (Department of Education (DoE), 2022, Phonological Awareness). Explicitly teaching the sounds that letters make, blending of sounds and putting the phonemes together to make a word clearly shows the student how to continue this when learning to read. “Phonological awareness is a critical skill for all students’ literacy development and a predictor of later reading and spelling success” (DoE, 2022, Phonological Awareness). Explicit teaching is also relevant in n
umeracy
. It
is an area that involves a thorough assessment, interpretation, application, and delivery of mathematical knowledge in a number of real-world scenarios that needs explicit teaching instructions to explain the equation and working out of the problem, modelling how it can be done using different strategies to get the answer
(DoE, 2022, Numeracy).
The next evidence-based strategy relevant to LLN is effective feedback. Effective feedback in primary school informs students about their performance in relation to the learning objectives from the curriculum in a way that is relevant, explicit, continuing, constructive, and actionable. In the Schools Excellence Framework, feedback is one of the themes of Effective classroom practice (NSW Government Education, 2017, p. 8). The CESE
considers this strategy to have one of the strongest effects on how well students do to enhance
student growth and self-learning. Good quality teachers must be good at seeking and using feedback about their teaching, about the impact that they are having on learning, due to their ability to problem-solve, be flexible, and improvise ways in which students can understand the learning intentions (Hattie, 2012, p. 26). Looking at the K-2 and K-10 English Syllabuses that are evidence-based form the basis of the writing program used in the primary school environment. The strategies of the teaching of writing will reflect the knowledge and skills needed to write accurately and powerfully. Using the strategies of explicit teaching and effective feedback relevant to learning and literacy, teachers can provide a variety of real situations that require the use of written language, so that students can develop a range of strategies and skills that will enable them to function in society as literate adults. The final evidence-based strategy discussed is the use of data to inform practice.
It is the key to evidence-based teaching. Assessment data is harvested and used to assess student progress, identify areas of need and direct teaching and learning programs. When used effectively, it can also
identify which students are making progress at a pace that is appropriate for their learning environment, as well as
students who may be experiencing difficulty in a specific learning area and may
benefit more from particular teaching strategies in the classroom
(CESE, 2020, p. 20a).
As such, when students are assessed in the areas of language, literacy and numeracy, a teacher must take this data and use it as evidence to assess
their own performance and improve their own teaching practice. NSW Government Education, 2022, Guidelines for using data). The NSW Department of Education requires schools to implement a variety of
mandatory literacy and numeracy assessments each year to assist teachers in identifying where a student is at in their literacy and numeracy development
and provide advice on where to next. The Best Start Kindergarten Assessment,
Phonological awareness diagnostic assessment, Year 1 Phonics Screening Check, PLAN2, NAPLAN and
Check-in Assessments work alongside internal assessment procedures to assist teachers and the school at large, to make decision about the next steps in learning for a class, group or individual students, as well as provide parents and caregivers feedback as to their child's learning
in the context of NSW syllabus outcomes. The most important questions when using
data as an evidence-based strategy to develop relevant language, literacy, and numeracy skills, is to ensure the three major questions are addressed: “
Where are we going? How are we going? and Where to next?” (Hattie, 2005, p. 15).
Therefore, strategies based on evidence and its relevance to learning, literacy and numeracy in the primary school environment is important as it ensures teachers are making decisions when delivering content based on evidence which is essential for highly effective teaching. The evidence-based strategies discussed were high expectations, explicit teaching, effective feedback, and the use of data to inform practice. These teaching strategies are effective when used by teachers and schools. Evidence, research, and student outcomes are closely interrelated, from using high-quality evidence of student learning to determine a student's position, needs, and progress level to using evidence-informed strategies to implement high-quality and impactful educational programs.
References
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Hattie, J. (n.d). Design Principles Aligned with Hattie Research https://leadered.com/wp-
content/uploads/Ch1.DesignPrinciplesHattieResearch.pdf
Hattie, J. (2012).
Visible learning for teachers maximizing impact on learning
. Routledge. Joseph, N. (2021). The power of high expectations. https://www.pedagogynongrata.com/the-
power-of-high-expectations
A (Department of Education, 2020, What Works Best, ) or (Centre for Education Statistics and Evaluation, 2020) What works best 2020 update
. https://education.nsw.gov.au/about-
us/educational-data/cese/publications/research-reports/what-works-best-2020-update
B (Department of Education, 2020, What Works Best in practice ) or (Centre for Education Statistics and Evaluation, 2020) What works best in practice 2020 .
https://education.nsw.gov.au/about-us/educational-data/cese/publications/
practical-guides-for-educators-/what-works-best-in-practice
Department of Education. (2022). Phonological Awareness
. https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy/
teaching-and-learning-resources/literacy/effective-reading-in-the-early-years-of-school/
phonological-awareness
Department of Education. (2022). Numeracy.
https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy/
teaching-and-learning-resources/numeracy
(NESA. (2018). National Literacy Learning Progression. https://educationstandards.nsw.edu.au/wps/wcm/connect/32837681-1ffc-49b3-8069-
c756611ff054/national-literacy-learning-progression.pdf?MOD=AJPERES&CVID=
NSW Government Education. (2017). School Excellence Framework. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/school-
excellence-and-accountability/media/documents/SEF_Document_Version_2_2017_AA.pdf
DATA
NSW Government Education, 2022, Guidelines for using data).
NSW Government of Education
https://education.nsw.gov.au/teaching-and-learning/school-excellence-and-
accountability/sef-evidence-guide/guidelines-for-using-data
.
https://education.nsw.gov.au/
teaching-and-learning/school-excellence-and-accountability/sef-evidence-guide/guidelines-
for-using-data
(Hattie, 2005, p. 15) Research Conference 2005 https://research.acer.edu.au/cgi/viewcontent.cgi?
referer=&httpsredir=1&article=1008&context=research_conference_2005