Anita's Teaching as Inquiry Blog

The tool measures the level of agency learners have to take ownership of their learning and make informed decision with the tools and strategies they use.  The survey will provide us with detail so we can evaluate the progress over time and the shifts we need to make. It will provide us with information to make adjustments to our learning design and deliberate acts of teaching.  We have standardised tests to access reading, writing and maths. We have designed a survey to provide us with more standardised and comparative data the focuses on the soft skills for example growing collaboration.  The soft skills that are measured are Reliance/determination Self Aware Take Action Using Tools and Strategies Collaboration' Assessment Capable The 6 Agency capabilities are representative of across school CoL goals and come out of our Stonefields School signature practices.... These comprise of the  'big 3'  Learning Pit, Learning Proce...

I nspiration from Chalkboard a way to guide and inspire reluctant children to write, by unlocking the vocabulary and  building on this in my learning design.                                  

Some great takeaways from the data show that parents and families that view their wellbeing at the forefront of their child's development. Our families want their child to experience success and happiness. We can teach this through our learning design. This can be done by learners following their passions and scaffolded through this process. 

This has been a powerful strategy to hook learners into understanding what their learning progressions are and breaking down the success criteria.

I put myself out there and asked staff about my impact I have had on teacher practise. My next steps are to continue sharing my skills and expertise and provide more insights into how to support student support learners and raise Maori achievement. 

Another way to scaffold learners to talk about what they are learning and how the Success Criteria can support this process. This has been a great tool to support my writers. 

Supporting our Maori learners with whole body learning and knowing what to do when they are stuck. This scaffold has particularly been for a specific Maori leaner to support with when he is stuck in writing. This has been helpful and supporting him to take ownership of his writing. 

                                                           These statistics show that in my teaching practise I am reducing the level of complexity in language of understanding of what and how we are are learning in writing. Another reflection is to slow down the pace especially in building knowledge on a specific writing genre. This notion will take me cross curricular when planning my learning design. 

Using digital tools, interactive Big Three and the Success Criteria all in support for understanding what we are learning and how.

  Passionate learners collaborated, discussed and worked their way through the learning process to find out why hand dryers are more sustainable than paper towels. The dialogue, researching and note taking lead to writing not only factual information but a proposal to look into how to reduce the amount of paper towels and be more environmentally friendly. The initial discussion was set up through a Smarie Collaborative Learning Experience guiding learners to talk about and negotiate a process and way forward.       The incidental teaching lead to the principal passing through and giving us figures of how much is spent on paper towels through out the year.                                 Learners compared this with how many paper towels are used in a week across the school. Learners presented their proposal with confidence and passion. There was certainly a WOW factor in th...

A group of passionate learners collaborated to write a proposal for what are some more sustainable options for our Friday Cafe. This is where our FOSS (Friends and families of Stonefields School) sell food and drink to raise money for the school. At the moment we are fundraising for shade in our school. To keep us safe from the sun!! When I asked the learners how they felt about this writing process it was enlightening to hear what they said... 'Oh it wasn't really like writing, we got to type instead' 'loved presenting to our teachers and parents, felt nervous but was kind of proud.' I liked writing this way, because we could collaborate with each other and it was cool to type it out'. 'I liked how you could be on the slide with us Mrs Unka and give us feedback'. 'It was so fun, we were a good team, writing is fun.' This student voices tells me that there is not only one way of following the writing process, le...

quick write  quick write  quick write  quick write quick write  quick write  quick write  quick write milage  milage  milage  milage  milage  milage  milage  milage  milage  milage  milage  milage spark interest  spark interest  spark interest  spark interest  spark interest  spark interest spark interest A way of putting a competitive edge on writing, healthy competition on self to write as much as you can in an allocated time. Be creative and crazy by writing about some abstract topics of current topics. Student Voice.... 'I love it, it helps me to write faster '  'I like the topics, they are fun' 'It is like a competition' 'I like writing about funny things'

When I listen to this learner she is struggling with remembering the vocabulary, the high frequency words, and the strategies to sounding out tricky words. The support structures put in place have been through a digital lens. Explain Everything is helping to create these resources  to support. 

The Big 3 The learning process The learning pit  The learner qualities Using the Big 3 and school talk. The strategy is aligned with our school's strategic goal. This tool is enabling learners to be agentic, and take ownership in their learning. By talking about what puts them in the learning pit, unpacking the learning progression. Interactive Tool This supports the writing process of planning and crafting. recrafting and publishing

Buy providing learners with Tools and Strategies in a range of forms ie visual, tactile and digital. It will help learners to be able to talk about when, where and why they are learning. Using School Talk as a basis to determine where our gaps are, what the learning progression is and where to next.

The valued learning outcomes I want to improve for my students in this inquiry are for learners to know what and why they are learning this information.  This term I am being more intentional to make changes in my learning design. Which will   improve these outcomes by providing supported opportunities for learners to build their oral language skills. The reasons why I think these changes in my teaching will be effective for my learners are because they act as scaffolds to support my learners to build their language capabilities in talking about their learning.

Building the language capability for these learners to hook them into how they are learning. The verbs from the learning process to build knowledge about sustainability.  Being digitaly deliberate and find another avenue to support the oral language around the learning. This is day one using this tool, looking forward to what else unfolds. 

Using School Talk gap analysis to identify which learners resquire more support in writing. Where the gaps are. This will inform learning design and leaves me to critically think what can I do differently for these learners.  The orange indicates working towards the progression and the dark green indicates that the learners are working above. 

Made with Storyboard That Using sustainability as a lens for our Term 3 concept. Building our knowledge on paper recycling we are investagating into the effects on our environment. This is a framework for why we should recycle paper will be student led. Looking forward to sharing more.

  A collaboration of teacher inquiries resulting in end of year shift in reading, writing and maths for one of our learners. We were proud to share this progress of not only achievement but also in confidnenc.