USING CAT4 DATA

A presentation on how to interpret and use CAT 4 data to design classroom strategies.

1. USING CAT4 DATA TO DEVELOP LITERACY AND LEARNING STRATEGIES FOR ALL USING CAT4 DATA TO DEVELOP LITERACY AND LEARNING STRATEGIES FOR ALL BY: JOHN DSOUZA

2. ONE TEAM ONE VISION ONE MISSION SMALL CHANGES, SIGNIFICANT IMPACT Tomorrow’s classroom today… today’s classroom now… …Striving to Integrate… Excellence… Beyond Borders!

3. Using CATS data to develop literacy and learning strategies for all 3 Ways of Working (WoW) Mobile devices used only to support learning – i.e. note taking, research, creation No calls, messaging, emailing Bags / school work away from table Be HERE Have an open mind Ask questions Listen to learn Be honest, positive and constructive Interact and collaborate with others with active participation Take responsibility for your own learning Show respect, confidentiality and professionalism

4. IT’S PART OF EDU CAT ION Presentation Title Goes Here (See Header & Footer To Edit This Text) 4 WE CAN’T DROP THAT CAT

5. ICE-BREAKER We’re in the TT Room….. Who was the last person you spoke to and what was the conversation? Using CATS data to develop literacy and learning strategies for all 5 Lose Talk or Serious Talk? Complement or Complaint? Lunch Review or Weekend Plans? Leaders, Teachers or Students? Share what you spoke and why you liked it with another person on the same table….

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7. Learning Objectives: Using CATS data to develop literacy and learning strategies for all 7 To recognise how data can be used to identify and characterise the classroom. To interpret a class set of data using MIDYIS graphs To distinguish between effective and ineffective teaching methods for the individual

8. Using CATS data to develop literacy and learning strategies for all 8 Outcome: To create a session, informed by CATS data, that appropriately supports and stretches a new class

9. Route Map of the Day : Using CATS data to develop literacy and learning strategies for all 9 How will we get there? Alternative ways to Analyze Data Effective Teaching M ethods for the Individual Embedding L iteracy and Learning Strategies An Example – Grade 8 CAT4 Scores

10. Presentation Title Goes Here (See Header & Footer To Edit This Text) 10 C FOR CAT4

11. To Begin with: Using CATS data to develop literacy and learning strategies for all 11 BRAIN-STORM Are we using this DATA anywhere in our assessment documents? Has anyone used this data for effective teaching and learning strategies? What are the 4 pairs of tests which assess different aspects of ability? Any idea about this FAT CAT?

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13. UNDERSTNADING CAT4 SCORES

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15. Alternative Ways to Analyze D ata Graphs can give us a quick snapshot of the learners in our class and their relative skill levels. The quartile they fit in helps us to ascertain where their learning abilities (strengths and weaknesses) may lie and possible techniques that will help them. Using CATS data to develop literacy and learning strategies for all 15

16. 16 MIDYIS GRAPH

17. Verbal reasoning will affect the ability of the group to access texts used in the curriculum i.e. basic literacy levels. The lower the verbal reasoning the poorer the text learning skills are and the more difficult it is for the student to become an independent learner - the greater the need for a whole school literacy programme.

18. Non-verbal is an indication of the ability of the student to transfer learning skills across the curriculum and so the higher the non-verbal the better the student is at dealing with modelling, abstraction, and thinking in pictorial formats. This is also a good indicator of learning skill transfer - the higher the score the better able the student is at transferring generic learning skills across disciplines.

19. Students in this quadrant are likely to be good at written work but may not actually understand. They may find the use of equations, modelling and diagrams a challenge to interpret.

20. Within these lines both scores are similar, and students should be successful at transferring generic learning skills, be good at modelling and abstraction

21. Students in this quadrant will need support as it’s likely they understand the work, but struggle to write it down. (In some cases this could lead to disruption)

22. This quadrant represents students with low verbal and non-verbal reasoning. These students may struggle to access texts and will also struggle to transfer skills across subjects

23. MARKETPLACE ACTIVITY SHEET: 23 Quadrant A: VERBALLY STRONG+NON VERBALLY WEAK Learning Style - Auditory / Text / Oral Quadrant B: VERBALLY +NON VERBALLY STRONG Learning Style – Visual / Verbal Quadrant D: VERBALLY+NON VERBALLY WEAK Learning Style – Kinaesthetic Active Quadrant C: NON VERBALLY STRONG+VERBALLY WEAK Learning Style – Simple Visual Verbal

24. Presentation Title Goes Here (See Header & Footer To Edit This Text) 24 8B2 MIDYIS GRAPH

25. CAT4 GRADE 8 DESCRIPTION NC CAT4 - SAS 25 % VERY LOW 1-5 LESS 75 BELOW AVERAGE 5-25 75-90 13 52 AVERAGE 25-75 90-110 12 48 ABOVE AVERAGE 75-95 110-125 VERY HIGH 95-100 130 +

26. Effective Teaching Methods: Each group has one quadrant to focus on. For your quadrant: Identify the characteristics associated with learners in that quadrant Suggest a range of activities that would support these learners in lessons Present ideas on the flipchart ready to share in a marketplace. Using CATS data to develop literacy and learning strategies for all 26

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28. Presentation Title Goes Here (See Header & Footer To Edit This Text) 28 Q U A D R A N T A

29. Presentation Title Goes Here (See Header & Footer To Edit This Text) 29 Q U A D R A N T B

30. Presentation Title Goes Here (See Header & Footer To Edit This Text) 30 Q U A D R A N T C

31. Presentation Title Goes Here (See Header & Footer To Edit This Text) 31 Q U A D R A N T D

32. Market P lace Using CATS data to develop literacy and learning strategies for all 32 Choose your group representative. You will have 4 minutes to present the characteristics of learners in your quadrant and some possible strategies that could be used with these learners. If you are an information gatherer, use the blank MIDYIS graph template to summarise the information provided by the representative you visit. This can then be shared with your group representative at the end of the activity.

33. Reflection: For one particular class you teach, think about some of the characters and where you think they would place on a MIDYIS G raph. What strategies could you try to help them access more challenging aspects of your subject? Using CATS data to develop literacy and learning strategies for all 33

34. Creating a MIDYIS Graph 34 Step 1: Copy and paste the names of your students along with their verbal and non-verbal scores into the first spreadsheet CATS D ata Tab

35. Creating a MIDYIS Graph – Step 2 35 MIDYIS Graph Tab

36. Creating a MIDYIS Graph – Step 3 36 Step 3: If you want to add a title to your graph, left click on the ‘MIDYIS graph’ text box and enter your chosen title.

37. Presentation Title Goes Here (See Header & Footer To Edit This Text) 37 Verbal Skills Analysis and Corresponding Strategies Verbal Classification (V 1 ) = LA Focus Meanings and words. Logical understanding to link words by concept relationship. Reasoning relationships to form a classification. Curriculum Issues Understanding of subject specific words Exploration of generic and subject specific meaning Classifications to build progressive meaning Effective Strategies Explicit focus on key words within a familiar context .   Interactive word walls e.g. Word Burrs, Spider-grams Linking words to definitions e.g. Dictionary / Glossary searches, Crosswords Progressive Glossaries Interactive games linking words / meanings e.g. Word dominos / bingo / jigsaws / Taboo / Odd-One-Out / Word Loops / Flashcards Investigate parts/origins/families of words to build meaning e.g. Word Burrs Spider-grams, Fossil-Hunting Classification exercises to explore relationships e.g. Happy Families Brainstorming Cloze Labelling activities such as diagram completion from a text Venn diagrams Investigate shades of meaning e.g. Washing lines ICT e.g. Clicker, Language Master Database work involving language e.g. Tree

38. Presentation Title Goes Here (See Header & Footer To Edit This Text) 38 Verbal Skills Analysis and Corresponding Strategies Sentence Construction (V 2 ) = MA Focus Relationships of words in a sentence. Reasoning to make conceptual sense of the sentence. Knowledge of the use of words leading to the activation of reading strategies. Curriculum Issues Understanding of subject specific words within larger frames of meaning i.e. sentences, paragraphs, texts. Accessing texts for reading with understanding. Writing for differing purposes, context and audiences to make sense. Effective Strategies Explicit focus on how words in sentences can shape meaning.  Cloze exercises linked to making sense of meaning in the text Active Reading e.g. DARTS Sequencing / Highlighting exercises Shared reading (modelling how to skim, scan or close read) PQR3 techniques for reading Using banks of linking words and phrases i.e. Connectives Interactive Word walls Prompt sentences i.e. Sentence Stems Investigating purpose and placing of words in a sentence Investigate formal and informal language, active and passive Diagram completion and colouring salient points linked to an active text. ICT to develop basic general writing skills such as ' I can write’ or 'Creative Writer' from Microsoft for Children. Clicker 3 to help access to difficult words and subject specific words. Database work involving language e.g. Tree Exploring text conventions

39. Presentation Title Goes Here (See Header & Footer To Edit This Text) 39 Verbal Skills Analysis and Corresponding Strategies Verbal Reasoning (V 3 ) = HA Focus Identify conceptual relationships between words and use that reasoning to infer a relationship between a different set of words. Knowledge of word meanings to enable a cohesive thread of logic to be developed. Curriculum Issues Identification of prior knowledge of key conceptual words in a subject and relationships between those words. Accessing the texts for understanding Researching and handling information. Organising ideas in a coherent form for communicating to others (Oral and written) Effective Strategies Explicit focus on how words link to create a sense of cohesion and lead to sense in a text. Concept mapping to explore relationships between ideas Linking words and sentences that help to connect ideas (across sentences, paragraphs and texts). Active Reading e.g. DARTS Sequencing / Highlighting exercises Deconstructing and reconstructing texts, Card sorts, Writing frames Brainstorm words and ideas -grouping of ideas leading to bullet pointing and finally developed into a critical piece of prose Story boarding and bullet pointing to help pupil's structure language linked with a time line to demonstrate time sequencing Summarising texts by drawing or story boarding and bullet pointing to help pupil's structure language. Highlighting words or phrases in colour that’s linked by a common idea(s). Thinking grids – compare and contrast, consequences, perceptions Exploring text conventions

40. Presentation Title Goes Here (See Header & Footer To Edit This Text) 40 Non-Verbal Skills Analysis and Corresponding Strategies Figure Classification (N 1 ) = LA Focus Transfer of inductive and deductive reasoning in a minimal knowledge context Analysis to create rules or criteria for classification   Curriculum Issues Transferring or translating information from one context to another Determination of criteria to create a classification Good short-term memory for visualisation of symbols or diagrams Constructing linear progressions of information and sequencing. Ability to construct or organise conceptual progressions Ability to access material in a verbal format linked with illustrations   Effective Strategies Effective strategies relating to spatial organisation of concepts and their relationships. Clustering diagrams like Spider maps or word burrs Sequencing exercises with pictures – visual clues Continuum lines and time lines Flow charting, Cycles Brain storming Concept cartoons, Concept maps Hierarchical concept maps Branching databases Flash cards linked with sequencing Sorting exercises Venn diagrams for criteria relationships Double bubble maps

41. Presentation Title Goes Here (See Header & Footer To Edit This Text) 41 Non-Verbal Skills Analysis and Corresponding Strategies Figure Analogies (N 2 ) = MA Focus Transfer of inductive and deductive reasoning in a minimal knowledge context Analysis to create rules and transfer them to a new system Visualisation in a 2 dimension structure Curriculum Issues Able to transfer learning strategies from one subject to another i.e. good bridging skills Moves easily from cause and effect to consequences and probabilities of event Quick to identify when it is appropriate to use a learning strategy from another discipline Able to spot links and hypo these using linked factors or related data Good at transferring physical and analogical models Effective Strategies Effective strategies relating to associations and bridging activities Story boarding, Relations diagram Association maps Four thought organisers – picture, feelings, questions, predictions / possible events Decision trees Consequence mapping CASE – transformation analysis skills CAME – transformation analysis skills Think tank problem solving Matrix for compare and contrast Critical path analysis Venn diagrams Grids approach to SWOT analysis

42. Presentation Title Goes Here (See Header & Footer To Edit This Text) 42 Non-Verbal Skills Analysis and Corresponding Strategies Figure Analysis (N 3 ) = HA Focus Transfer of inductive and deductive reasoning in a minimal knowledge context Visualisation and analysis of a series of actions Predict outcome based upon analysis of visualisation Curriculum Issues Understanding graphical, symbolic and diagrammatic materials Moving from the concrete experiential representation of a model to the abstract visual representation of the model Manipulation of algebraic forms Extrapolation from graphical symbolic and diagrammatic materials Development of models Evaluation of strengths and weaknesses   Effective Strategies Effective strategies relating to metacognitive activities – individual closely linked to group activities Analysis for analogies to create a model Maths graphic organisers – The Facts, The Steps, The Question, Diagrams, The Solutions Design organisers – Structure or object, Purpose, Design, Good features, Alterations Represent quantities/objects by symbols to build a simple equation Prediction activities involving graphs Using ‘Story of the graph’ to help students understand changes and proportions Zones of relevance and argument mapping Graph prediction linked to shape of graph and change Force Field analysis, Fish or herring bone chart Bridge mapping to show cross subject links

43. The C hallenge: Using CATS data to develop literacy and learning strategies for all 43 How do I embed so many different techniques into lessons?

44. Learning Objectives: Using CATS data to develop literacy and learning strategies for all 44 To recognise how data can be used to identify and characterise the classroom. To interpret a class set of data using MIDYIS graphs. To distinguish between effective and ineffective teaching methods for the individual. Outcome: To create a session, informed by CATS data, that appropriately supports and stretches a new class.

45. What are your K ey Takeaways? What new information have you found useful? What have you enjoyed? How will you use what you have learnt today tomorrow / next week? Using CATS data to develop literacy and learning strategies for all 45

46. WWW EBI Using CATS data to develop literacy and learning strategies for all 46 WELL WENT WHAT IF BETTER EVEN

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48. THANK YOU