Pedagogy Action Plan 2022

Zane Kent

Classroom
Engagement
Why this project
• The students identified through the scan were:
• 10B ESE – 10 students (5 PLP)
• Students have a distinct disparity of literacy levels
• Students can be difficult to engage in class discussions and tasks due to their
low literacy abilities
• Students require additional support from ELD to assist students who require
substantial adjustments

• The focus of the project was for students to become more engaged
through creative and engaging learning activities designed to further
develop their literacy capabilities.
 Data
Student Code Surname Given Names Sex Status Date Left 2017 (T1) 2017 (T4) 2018 (T1) 2018 (T4) 2019 (T4) 2020 (T4) 2021 (T4) Range Effect Size
Year 5 Year 5 Year 6 Year 6 Year 7 Year 8 Year 9
063522 Rowell Oscar M In Cohort Current 122.8 124.4 137.1 132.5 152.3 19.8 1.89
071871 Bateman Manaaki M In Cohort Current 109.9 129.3 143.1 128.9 131 136.5 5.5 0.53
069602 Stewart Jeremy M In Cohort Current 119.9 122.8 130.4 138.6 131 131.9 0.9 0.09
091691 Bellve Lincoln M In Cohort Current 131.9
080331 Cruse Denver M In Cohort Current 97.3 109.9 108.4 128.9 118 130.3 12.3 1.18
069803 Bolton Rory M In Cohort Current 109.9 112.8 127.3 123.4 126.4 125.1 -1.3 -0.12
090031 Ayoub Isaac M In Cohort Current 123.2 118.8 -4.4 -0.42
075321 De Amicis Sebastian M In Cohort Current 111.1 120.5 119.8 116.3 -3.5 -0.33
068931 Burke Ethan M In Cohort Current 118.5 127.6 135.8 141.7 145.9

Student Details         Subject Result

Code Given Family Name Trend Semester 2 Trend Semester 1 Report 2021 Semester 2 Report 2020 Overall GPA
Name Report 2021
090031 Isaac Ayoub ↔ 8.00 (C) ↑ 8.00 (C) 4.00 (D-) 8.44 (C)
071871 Manaaki Bateman ↗ 8.00 (C) ↗ 7.00 (C-) 6.00 (D+) 8.33 (C)
091691 Lincoln Bellve 5.00 (D) - - 5.00 (D)
069803 Rory Bolton ↗ 9.00 (C+) ↑ 8.00 (C) 6.00 (D+) 9.67 (C+)
068931 Ethan Burke ↔ 8.00 (C) ↔ 8.00 (C) 8.00 (C) 9.33 (C+)
081901 Noah Burley ↔ 6.00 (D+) ↔ 6.00 (D+) 6.00 (D+) 7.00 (C-)
080331 Denver Cruse ↓ 9.00 (C+) ↗ 11.00 (B) 10.00 (B-) 8.56 (C)
075321 Sebastian De Amicis ↓ 9.00 (C+) ↑ 11.00 (B) 7.00 (C-) 8.78 (C)
063522 Oscar Rowell ↗ 8.00 (C) ↗ 7.00 (C-) 6.00 (D+) 9.44 (C+)
069602 Jeremy Stewart ↑ 7.00 (C-) ↘ 5.00 (D) 6.00 (D+) 6.33 (D+)
How
• What strategy or change in your practice did you implement to target
your focus?
• I aimed to incorporate formative pre-assessment to better understand
individual student needs. I also aimed to provide students with realistic goals,
a range of teaching strategies, and open-ended tasks that allow students to
work at different levels and paces.

• Differentiated teaching - HITS (3).pdf

What
• What happened in the classroom
• Students completed formative pre-assessment and engaged with Catapult Cards
to develop their literacy skills.
• Teacher:
• Used pre-assessment of student readiness, interest and learning profiles to
understand individual student’s needs and strengths
• Provided students with realistic, challenging expectations for all students
• Allowed students to work at their own pace
• Used group and targeted interventions to remediate learning difficulties
• Assessed students against prior achievements and engagement
• Student:
• Completed formative pre-assessment to gauge enjoyment and engagement levels
• Engaged in classroom activities including Catapult Cards to develop literacy skills
• Worked in small groups to remediate learning difficulties
What does it look like
Recommendations
• Use formative pre-assessment earlier and regularly throughout the term to
gauge student interest and engagement
• Explicit instruction to outline how to play Catapult Card games
• Repeat weekly so that students can develop their understanding of
different topics and concepts in an engaging classroom environment
• Allow students to work in smaller groups if they are not confident in their
literacy abilities
• Have students identify topics or concepts that they need to develop in
• Use collected data for NCCD evidence
Questions