2018 Data Updates on Sustainability

Julia Westera Julia Westera

Continuing gains in science

In 2017 a cluster of schools made a year 5 to 9 progression plan with Reciprocal Teaching – RT3T™, using the two NZCER standardised measures: Science: Thinking with Evidence and Junior Science Thinking with Evidence, alongside e-asTTle Reading. The results showed accelerated learning across both science and reading, over a year’s progress on TwE, and significantly improved deeper thinking skills.

In 2018, Year 5 to 9 students with the RT3T™-trained teachers again achieved a similar accelerate profile on both TwE and asTTle as they did in 2017.

Continuing gains in 2016 cohort

In 2016 entire secondary cohort in a large Pasifika secondary school utilised RT3T™ to achieve a ‘delayed acceleration leap’. They scored huge gains when re-tested 8 or more months after the completion of RT Tokotoko™ coaching. The gains were still evident in this cohort’s 2018 NCEA data, 2+ years later. The acceleration leap and sustained gains made is consistent with cutting edge research on collaborative teaching from Professor Christine Howe, University of Cambridge, and replicates the sustained impact seen 2+ years later in NCEA data from one of our largest secondary schools.

2018 accelerated learning 2016 multicultural primary school thinking skills science literacy secondary school NCEA 2017 reciprocal reading high school collaborative learning RT3T cross-curricular Pacific evidence-based reciprocal teaching reading