Posts

Learners Writing Samples - Looking at where we are at currently and how we can move forward.

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  These writing samples are from my target learners. This is shows the what the evidence is telling us from my previous blog. When looking at the surface and deeper features, we can see that punctuation, spelling and handwriting is a barrier for these learners. Here is the visual of  the data again to show that. These writing samples also show that vocabulary, writing structure and organisation is a barrier or gap in learning for these students. By viewing these samples alongside the data we have leverage with our collaborative inquiry to provide leaners with feedback and feedforward for our children and share this learning with our whānau. 

Learn, Create, Share - Student focus for my Inquiry - Going in from the inside out.

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The challenge of student learning you plan to focus on in this inquiry. Below is a series of pictures from School Talk which gives us a clearer picture of the evidence I have about my Y1/2 target learner. Fig 1 In summary this visual is showing us that 7 learners out of 10 target learners are tracking their below expected level for reading and writing, including the three Māori learners. One learner is tracking at the correct reading and writing level for their age. Fig 2. On the whole target learners are all working towards their writing progressions in writing from range of Deeper to Surface Features. Fig 3 When looking at the the learners graduate profile (the whole child) there is a trend that learners are still developing strategies for being in the learning pit , and are lower in assessment capable skills . In general reading and writing levels are lower than mathematics. Digital Literacy skills are also lower at this Y1/2 level. There is work to be done in this space. A wonder

Feedback in Writing - So What is out there? How can I/we build on this?

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  From looking at Sheena Cameron, TKI, within my school and across the CoL, there are a range of ways to give feedback in writing through sharing the successes and challenges but I believe their is a missing piece about how we give this feedback and who is involved. Refining my question... "How can I use feedback and feedforward in writing to build relationships with whānau and my Māori and student support learners to create a greater shift in learner's writing?' At Stonefields School we have three  CoL teachers who will  collectively work on this goal? Our brainstorm... Have flexi connects with a learner and parent virtual or physical after school to discuss the feedback throughout the week, along with the child to discuss success, challenges and next steps. Provide School Talk support  and other workshops for whānau to build home school partnerships. Whānau voice of what is going to help when giving and receiving feedback? Create and use strategies and tools to give fe

What direction am I heading with my Inquiry for 2021

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  Wow! Excited and Inspired after our first virtual PLG this term for CoL within School Leaders 2021. It was great to hear that we are moving to an exciting space with our Inquiries this year where we are promoting collaboration within our schools and across schools in our cluster.  'Teachers work together to identify common challenges, analyse relevant data, and test out instructional approaches' MOE - Enabling Learning What the data is telling us The big picture can be explained by looking at our school writing data and where we sit in comparison to our Manaiakalani  I am wondering why there is a slower rate of progress from Y1-4 after 'summer drop off'. When we look closely at our schools strategic direction we are... Growing teacher assessment capability so that the assessment part of TLA is woven to inform teacher decision making and design.  Growing teacher capability in literacy to raise student achievement in our school data. Especially in the area of writing. T

Gifting Language through digital literacy. A great find!

Visuwords Website opens a way to digitally gift language. This vocabulary generator works as a tool to provide an expansion of vocabulary. When I consider the Teaching and Learning cycle there is an importance for using this tool as an oral language experience. Discussing the vocabulary and making meaning of how it fits into the written genre. This backs up Dr Jannie van Hees's Language in Abundance. We can make sure that our learners are exposed and engaged in meaningful vocabulary and grammar structures.  Excited to use it in class during my writing modeling. Or during distance learning.   

Adapating to Distance learning #3 - faster pace!

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  Quickly into Distance Learning Mode! It amazes me how digital savvy our learners are with jumping into google hangouts. Discussing Hangout etiquette  today. Our tāmariki are such fast learners. Into guided reading groups tomorrow. Ensuring the learning design is clear and consistent amongst our school.  Red School Talk events outline Online Connections - Hangouts Google hangout links will be in the School Talk event and Green School Talk events Furthering Learning opportunities

Community of Learning Teachers: Collaborative Inquiries

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 A reflection on the year 2020 Did teaching practice change? What were the shifts in student learning? How do we know the shifts in teaching impacted the learning?