Program Peningkatan Penguasaan BI Sekolah Menengah

School Support
Workshop
Welcome!
 Expected Behaviours

The Quiet Signal Rules of Engagement

Active
participation
Take notes
Review
The Parking Lot (Kagan, 2009) 1
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appreciation
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Kagan, Teacher Tips & Tools (Kagan Australia Teacher Professional Learning)
1
 School Support Plan: PPPBISM Initiative
BACKGROUND
To support the PPPBISM through more direct pedagogical intervention in schools in order to
improve student outcomes

AIM
Enabling teachers to design context- and needs-based interventions to improve student
outcomes

TARGET
1191 Hotspot Schools
 Tracking Student Outcomes
Test 1 Test 2 Test 3 Difference
(May) (Sept) (Nov) (Test 1 & 3)

300 schools
(Fm 4 students)

891 schools
(Fm 4 students)
 Key Performance Index and Projection

KPI /
2012 2013 2014 2015 2016
Milestone

Actu Targe
Actual Target Actual Target Actual Target Actual
al t

. Increase in % 77% 79 79.1 81 77.3 81 83

passes in SPM
1 English
Language
Examination

Decrease in 1191 1000 1014 800 1068 800 600

the number of (14.86%) (10%)
2 1191 hotspot
schools (2014-
2016)
 Warmer: Examining my Own Practice
What do you do when you notice your students
struggling in different aspects of writing?
Teachers:
Answer the question by filling in the empty squares with 5 to
7 elements representing different aspects of your problem
solving processes.

Then, arrange the key elements of your teaching practices to

reflect the way your respond to the challenges your students
face.

Use post-its, markers and A3 paper to complete this activity.

Share your creative effort with your table group.
 Collecting and Using Data for Student Improvement

Discussion:
What types of data are suitable for teachers to
collect and use in order to improve student
performance? Discuss in your table group.
 This This
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 School Support Plan: Based on the Lesson Study Process

1. GUIDED At SCHOOL:
PLANNING Teachers will collect
student
performance data
(administer pre-
test)

2. IDENTIFYING STUDENT NEEDS,

PLANNING

Phase 1: Teachers will

Conduct student needs analysis
Interpret data
Design intervention strategies

The
Coaching
Cycle

3. PLANNING, IMPLEMENTING,
4. REFLECTING, ASSESING, REPLANING
REVIEWING,
ASSESSING Teachers implement intervention
Modify instruction to improve student
learning.
Phase 2: SISC+ and teachers will
Administer and grade post-test
Analyze student post-test performance SISC+s observe, model and provide on-site
data support
Review the process and plan way forward
Review
Reviewing Planning Documents We Need
 What does Unpacking mean?
Draw a Diagram which shows a teachers unpacking
process when planning to teach essay writing to
students

Complete this sentence (table groups):

The process of unpacking skills and knowledge
involves
 Unpacking involves
Analyzing the requirements of the larger task,

breaking it up into smaller parts so that

students can learn very complex skills by
taking small steps.
Unpacking involves identifying and listing
these small steps that move a student forward
so that they can successfully achieve a larger
goal.
 Activity 2.1: Unpacking an SPM Question (25 mins)
What skills are essential in order to successfully
complete this SPM question?
List of Skills and Knowledge Lesson Planning:
Students Need What objectives and activities would you
formulate to teach each of these skills?
 Discussion
To what extent were your answers similar or
different from members of your table group?
What conclusions can you draw from this
activity?
 Unpacking involves
Analyzing the requirements of the larger task,

breaking it up into smaller parts so that

students can learn very complex skills by
taking small steps.
Unpacking involves identifying and listing
these small steps that move a student forward
so that they can successfully achieve a larger
goal.
 Activity 2.1: Further Practice in Unpacking
Unpack your own questions
List of Skills and Knowledge Lesson Planning:
Students Need What objectives and activities would you
formulate to teach each of these skills?
 Table Gallery Walk
View how other coursemates have unpacked
skills and knowledge their students need in
order to accomplish answering a question
 Discussion
Why is it important to be able to unpack the
skills that are required in order to successfully
attempt a question?
How will this help you plan more effectively?
Why is unpacking a challenging skill for
teachers?
How can you apply this unpacking skill to
other sections of the SPM paper?
Review
Map of the Process
 Students Performance Data
Is a powerful source that can help us
understand - the gaps the ss have made
- why they happen and
- how to provide ss with the
support that will enable them to
overcome their difficulties.
 Warmer: Take off Touch Down
Respond to the statements below by standing
up if you agree and remaining seated if you
disagree.
1. Students must always be taught that errors are negative.
2. Students errors are not a good thing.
3. Students need help in becoming aware of their errors.
4. Students will commit errors that are unique to each
individual.
5. Students written or oral output can help teachers identify
gaps in their knowledge and skills.
Activity 3.1: Examining Our Stance Towards Student Errors

1. In your opinion, how should teachers view student

errors (writing or speaking)?

2. Why is students written output valuable to

teachers?
 Activity 3.2: Analyzing Student Performance
Data ( Mid-year exam papers)
Step 1: Identifying Patterns in Errors
Step 2: Interpreting the Data Classifying
Gaps in Knowledge and Skills
Step 3: Prioritizing Types of Interventions
 Stage of the Writing Evidence Description
Process
Brainstorming Lack of ideas

Outlining Text organization: Failure to organize

points

Development of Inability to expand sentences

Paragraphs Lack of vocabulary
Sentence Structure
Word order
Others

Grammatical Errors

Others
 Discussion:
Comparing Types of Errors
a. What are the most common types of gaps revealed
by the student data?

b. Compare the student gaps and your observation

notes with members of your table group. What are the
similarities and differences?
Review
Activity 4.1: Drawing Attention to Student Errors Give one,
Get one

Individual Feedback
Advantages Disadvantages
 Whole-Class Feedback
(Common types of errors)
Advantages Disadvantages
 Activity 4.2: Drawing Attention to Student Errors:
Whole-Class Feedback
How would you help your whole class notice common gaps in
their knowledge and skills?
Return to the grid where you earlier recorded the students gaps in
knowledge and skills. Refer to this grid and design activities to raise
awareness of gaps in their knowledge and skills through whole-class
feedback. Your interventions must be designed to treat gaps ranked first
or second in your prioritized list.

b. You MUST incorporate student data in your intervention strategies to

make the exercises more relevant and authentic for your students.

b. Prepare to demonstrate your intervention to members of your table

group. Prepare materials you will use during the demonstration.
 Whole Class Feedback
Type of Common Error
e.g. Disorganized paragraphs
e.g. Inability to expand sentences
Suggested Strategies to Draw
Ss Attention to Knowledge and
Skills Gaps
Displaying exemplars via LCD projection /
poster paper. Then reorganizing it as a
whole class.
Your suggestion
 Demonstration
Prepare to demonstrate the intervention activities
you designed to your coursemates
Provide justification as you present your strategies
Review
Map of the Process
 5.1 Activity: Designing A Mini Grammar Intervention
Activity
Return to the grid where you recorded the common
types of errors your students have made.
Use the set of student data you brought with you.
Analyze the data and identify the 3 most common
types of grammatical errors your students have
made.
Develop an intervention for each type of error. Use
the grid to help you plan your intervention.
 Grammatical Error Intervention
(Lesson Notes: How I would
solve this problem?)

1.

2.

3.
 Table Gallery Walk
Take a table gallery walk to view examples of
interventions your course mates designed. Note
effective examples to learn from.
 Activity 5.2: Reviewing a Range of Intervention
Strategies
Take some time to review a range of suggested
strategies that you may incorporate into your design
of interventions.
( something you have gained from the others)
Review
Map of the Process
Task:
1. Designing a Series of Lessons to help Students Prepare for the Post-Test
Design a series of lesson plans based on the skills that parallel the
requirements of the exam question you selected for your pre-test. Please
plan your draft on softcopy, to be transferred to poster sheets for demo.
2. Design Post Test Rubrics
Also, design your Post-Test rubrics to test students in order to determine
if your interventions have been successful.
 e.g. Language Function - Giving Advice
Pre-test Post-Test: Any of the questions
below
Letter of Advice to Letter to a younger Letter to a Letter to a friend
Sister: brother: cousin: who plans to buy
How to save money How to maintain a How to prepare a car: How to
healthy lifestyle for an exam maintain a car

Unpack (what similar skills do students require in order to do all the

above questions?):
 E.g.: A narrative essay along similar lines
Pre-test Post-Test: Any of the questions
below
A frightening An incident I will Suddenly.there Ali was so relieved
experience never forget was a light in the when he woke up.
forest

Unpack: (what similar skills do students require in order to do all the above
questions?):
 Deliverables
Series of lesson plans
Post-test rubrics
Review
 Success Criteria

Partially Not yet

You will be successful if you can: Achieved
achieved achieved

provide feedback on course mates lesson plans

select areas to focus on in the action plan

consider how the process of helping students

improve will unfold in the next few months
 Demonstration
Several groups will describe their post-
intervention lesson plan, while course mates
observe.
As you observe, record feedback for the group
through the Three Stars and a Wish form
Action Planning: Conferencing between SISC+ &
Teachers
Use these SMART actions to support the clear setting of objectives and goals.

What are we going to improve?

S Specific Why is it important to improve this?
How are we going to improve this?

How will we measure progress and success against

the objective?
M Measurable How will we know when we have achieved the
objective?

Given current resources, including teachers prior

A Attainable knowledge, can we achieve the objective?

Realistic & Does the objective reflect what the teachers need to
enhance their teaching and learning right now?
R Relevant Are they actually going to be able to achieve the
objective?
What period of time do you expect to pass before the
teacher achieves the objective?
T Time Bound Can teachers really achieve the objective within the
given timeframe?
 Consider these when you plan your
implementation process
Do What? Area of When? Resources
FOCUS (Including types
of data)
Implement intervention
 Review

Success Criteria

Partially Not yet

You will be successful if you can: Achieved
achieved achieved

provide feedback on coursemates lesson plans

select areas to focus on in the action plan

consider how the process of helping students

improve will unfold in the next few months
 Activity 8.1 Consolidating Lesson Plan, Activities and
Resources
Please take some time to consolidate lesson plans, activities
and other resources which will help you implement your
intervention lessons more effectively.
 Discussion(30 mins)
Possibilities and Challenges: A Data-Driven
Approach