using midyis to inform teaching & learning
DESCRIPTION
Using MidYIS to inform Teaching & Learning. Objectives. to gain understanding of reading MidYIS graphs to share strategies for supporting individual pupils Ideas for sharing MidYIS data with colleagues. . What does MidYIS test?. Vocabulary Most culturally linked Maths - PowerPoint PPT PresentationTRANSCRIPT
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Using MidYIS to inform Teaching & Learning
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to gain understanding of reading MidYIS graphsto share strategies for supporting individual pupilsIdeas for sharing MidYIS data with colleagues.
Objectives
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What does MidYIS test? Vocabulary
Most culturally linked Maths
Measures speed and fluency rather than knowledge Non-verbal
Tests 3D visualisation, spatial aptitude, pattern recognition and logical thinking
Skills Tests proof reading skills (SPG) and perceptual
speed and awareness (e.g. matching symbols under time pressure). Measures fluency and speed necessary in exams and in the work place.
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Explaining the Graph Nationally standardised Mean value: 100 Each MidYIS band contains 25% i.e.
Top 25% are A, next 25% are B etc. 95% confidence within
error bars.
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Interpreting the Graph
Significantly high or low: no overlap with the mean score (100)95% of pupils score between 70 and 130. Over 130 (only 2.5% of pupils) are gifted and talented. Below 85 may suggest SEN.Significant difference: no overlap between the error barsOverall MidYIS score is best predictor of KS3 and GCSE grades
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Interpreting the Graph cont. Even profiles (i.e overlapping error
bars in all four sections, and overlapping with their MidYIS score)
Uneven profiles (i.e. Pupils who have a significant difference between their four scores)
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Examples of Individual Pupil Profiles For each example:
the information contained in the graph the issues which may arise for this pupil in
your subject strategies you could employ to support that
pupil (either for the whole class or for that specific individual)
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Student A
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Strategies Word banks for each topic Practice writing with words rather than
symbols e.g. To find the common denominator, first of all you ...
Discussion groups (although ensure pupils with low vocabulary scores do not all congregate)
Wider reading Visits/trips etc to enrich language and
cultural experience
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Student B
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Strategies May struggle to understand diagrams –
use spoken and written explanations, paired work or group work to interpret.
THINKING SKILLS Physical/practical/kinesthetic explanations
may help (e.g. modelling solar system with clay/string or demonstrate distance between planets on football pitch etc)
Use drama/active methods to demonstrate difficult concepts
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Student C
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Strategies Pupil may seem more able than is the
case, e.g. ‘talks a good talk’. Allow paired work or group discussion
to communicate answers orally Describe maths problems Encourage leadership roles as well as
debates/T&L/drama Support with scaffolding/writing frames
etc
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Student D
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AnalysisA pupil like this may: struggle to proof read his
work, therefore achieve a lower grade than he seems capable of.
struggle to interpret or understand exam questions
either work slowly with more accuracy OR work quickly with less accuracy – result is similar ie lower test score than expected
Strategies: allow extra time practice timing e.g.
clock on IWB use a range of question
words to develop ability to understand instructions
Develop proof reading technique eg spotting common errors
consider further testing for dyslexia
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Student E
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Strategies
In all lessons – not just English!!!
Students need to improve their Literacy Skills
Students need to be able to engage in lessons despite their Literacy difficulties.
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Sharing with Colleagues
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SEN
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Now the predictions
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Monitoring Progress