TLC

Dylan Evans, Luke Smale,

Samantha Florance
 Inquiry Question

“How do we encourage students to transfer the

knowledge gained from Jolly Learning to other areas
of learning”
 Why this question?
As Upper Primary teachers we have noticed:

•The overall improvement in spelling and grammar since the

implementation of Jolly Learning.

•Significant improvement and overall average-high scores

for dictation tests.

•The skills learnt in Jolly Learning have not appeared in

other areas of learning. This includes correct spelling,
punctuation and grammar choices.
 What did we do?
• Observation of Janice McPhail at Literacy Concepts.

• Meeting with Jan Polkinghorne of SPELD

• Task design to assess transfer of skill

• Analysis of dictation test results

• Staff survey
 Survey Results
• Mixed results of maintained same
scores/slight improvement.

• Feedback was said to be given most of

the time.

• Most said yes to results filtering through to

other learning areas.
Task #1
 Assessment of Skills Transfer Task #1

• 10 students from each class chosen at random

• The dictation test scores of these students from

Term 2 are then graphed and analysed

• These same students given a one off ‘HASS’ task

and asked to answer questions using correct
spelling and punctuation to the best of their ability.
 Data Details

• Average spelling score of 1.85

• Average punctuation score of 2.08

• Overall students are scoring average-above average

scores and have demonstrated an ability to understand
correct spelling and punctuation when taught explicitly.
 Assessment of Skills Transfer Task #2

• Students watched a short clip from Behind the News

twice. The first time just to watch. The second time to
take notes.

• Students to then write a small opinion piece on the clip

expressing their views and opinions and also offering a
short summary.

• Students will be graded by the amount of spelling and

punctuation mistakes throughout the writing piece.
Task #2 Analysis
 Janice McPhail Observation
After meeting Janice McPhail she suggested the following in relation to transfer of
knowledge:

•Teachers must know most spelling rules, word origin and morphology before
teaching students

•If students have not been taught the Jolly Learning program from reception you
can not move at a weekly pace

•Dictation test should be completed with no Jolly Learning activities being

completed on the same day.

•Place a strong emphasis on base or root words. Teach words that relate to each
other.

•If students have not been taught the Jolly Learning program from reception
teacher should focus on spelling concepts rather than grammar.
 Jan Polkinghorne Visit
After meeting Jan Polkinghorne she suggested the following in relation to transfer of
knowledge:

•Teachers must integrate Jolly Learning at every opportunity.

•Slow down the program as we may be going too fast.

•Uniform dictation test for the entire school.

•Place a strong emphasis on spelling over grammar.

•Consider streaming rather than individual classes.

•Follow the books in line with Australian Curriculum.

 Conclusion from Research
• After our research into our inquiry question we came up with
the following conclusions:

• Jolly Learning has the potential to be successful at Gawler PS but may need
some tweaking over the next year or two.

• We need to be open to reviewing our teaching practice and take on constructive

criticism in order to get the best out of our students.

• Mostly we are on the right track with Jolly Learning. However, we need to
understand there are certain areas we could be doing better.
 Where to Next?
• The following suggestions came from both janice mcPhail and Jan
Polkinghorne in relation to Jolly Learning at Gawler Primary School:

1. Review the entire program and the way Jolly Learning is run at Gawler PS.
Consider streaming classes with the ability for children to move between
groups depending on progress.

2. Go through the books at a slower pace. It does not match up with the
Australian Curriculum and more time spent on important areas is beneficial in
the long run.

3. Place a greater emphasis on the spelling aspect of Jolly Learning and the
Grammar will naturally come.

4. Do not isolate Jolly Learning to one lesson. Integrate this throughout the
whole day.
Thank You!