Anita's Teaching as Inquiry Blog

                                          Looking closer into my interventions... Using the Success Criteria created is creating a way forward for learners to base their feedback and feedforward in their writing. The Stop, recognise and respond moment I am having is let's build our knowledge more about what is a Narrative, pick some familiar narratives apart for learners to use the thinking skills of the Build Knowledge rock from the Learning Process.    Created in conjunction with Sammy Weir (CoL) Involving parents in the feedback process through flexi connects are about to start next week. Parents are booking in their time slots to have a 10 minute connect with their child, teacher and themselves. This is to strengthen whānau engagement and to create assessment capable learners to know their areas to work on in writing and their next steps.  An exciting space to be i...

  In this post I describe the tools/measures/approaches I plan to use and what I am doing differently to make a difference for my writers. This has probably been the hardest blog post to write. Inquiries often have a clear pathway and desired outcomes of what we want to achieve already set in our minds. The challenge is 'What am I doing differently from previously planned outcomes to create shift for my learners'. My Causal Chain diagram clearly describes the Journey of my Inquiry. By outlining the Intended outcomes and how I am going to get there.  My new Intervention describes how I am leveraging the partnerships between home and school to raise student achievement in literacy. Building learners knowledge on the Stonefields School Learning process to make connections to learners writing and raise student achievement.  Co constructing success criteria with learners, so they can base their feedback and feedforward on their writing success.  Creating opportunitie...

  Things started to fall into place after our Learner Led Conferences last week.  Earlier in Term One. I connected with parents in regards to setting up a three way connects with whānau, learner and teacher to share feedback on the leaners writing and for learners to articlate their next steps in their writing.  I had a positive response from parents who are keen to participate in a virtual or physical three way connect. I am calling these flexi connects as they can happen during learning time or before or after school.  The work in the meantime is to continue with learning design of giving and receiving feedback in writing.  Recently, members of the Literacy team attended 'Murray Gadd's - 'What makes a great writing programme' May 2021. These statistics resonated.  Murray advises that it is the deliberate acts of teaching  teachers do in the moment. Feedback and feedforward is in the moment. Using Murry Gadd's idea of sharing the success criteria...

Reflecting on Term 1's level of student engagement has been high, when I reflect on why it is about the hands on rich in vocabulary writing sessions I am planning in my learning design. For example the pop corn making, cress egg heads, making fairy bread. Creating the play environments to allow learners to exchange information, utilise their oral language skills. This is all helping to raise the level of achievement and gift learners language for their wriring.

  Running the second Reading Together Workshop a real success this year. Whānau appreciate the time and space to share their experiences and learn together how to support their child. I used this opportunity to support a colleague and train them up to run the workshops too. This aligns with our strategic direction of improving whānau engagement. A reflection I have with this is to utilise our Community Centre - Te Pātaka Ako more throughout the term two sessions per day beginning of each Term. Have a follow up help session and feedback session on what is working, what further support is needed. Take it wider in maths and writing, and show how we can extend the home learning through experiences and creating rich language opportunities.  

Learners struggle to know what feedback is why we give feedback and why we receive feedback? In writing this week I tested it out.  Through my learning design I have delved into student voice. What is feedback?  Why do we give feedback?  What do we do with feedback?  Why do we go through this process?  Learners had a scripted format to follow to help then give feedback with a buddy, and use the success criteria to help guide what we were giving feedback on. At the end the noticing by the learners were a majority of us need to give feedback on using full stops at the end of a sentence.  This helps me to frame my next learning sessions on writing ideas in sentences. My goal is to continue this process and weave it into our writing process. I was pleased with the success of this learning, and feel it is the way to move forward for learners to recognise their next steps, and now where they can improve and using the success criteria allows for the how. Now my vi...

I am inquiring into... The effectiveness of feedback and feedforward in writing for learners who will sharing this with their peers and whānau. I will know this when learners can articulate and action their next steps to  raise learner achievement in writing. The diagram visually represents how I am going to map out my year of Inquiry.