Anita's Teaching as Inquiry Blog

Taking agency Making Meaning of how the three level guide fits into the Learning Process Having a go at the three level guide questions to infer into the book. Excited to give this a try with my learners. Engage them in collaboration, oral language and empowering them to make meaning of the text.

keeping in mind... 3. Lift the achievement in reading for all students, with a particular focus on boys and Māori students (both genders) years 1-13 Sharing the Success Criteria (WILF - what am I looking for?) through digital and visual Using the learning process pack (LLP) to support the understanding Using the framework of a three-level guide how it relates to our Learning Process of Stonefields School

We ended on a high at the end of Term 1, last day of term Hub 1&2 performed and shared their Mihi to their families and other families. This term hub 1&2 are continuing or conceptual understanding of ‘our place our identity’ by dedicating a block every Friday to integrate Te Reo into art, movement and oracy.   We’re we are team teaching and becoming a learner with each other and our children. Our learning on a Friday has been a good build up to our visit to Te Tahawai Marae, we were immersed in the culture and made many connections. Our trip tied into our Marae Noho, our parents were in the learner seat through Te Ao Kori Personally, I feel hungry learn and continue building my knowledge in Te Reo and Maori culture so I’ve put myself in the learner seat by joining the Kapa Haka. Reading is also about creating experiences and connecting with our Maori learners. Finding out what are their hooks for creating a willingness to read.

With our new design in teaching, we are grouping our learners by their passions. I have a group of learners who are interested in gardening and are using our surrounding environment. Our groups are mixed ability to increase the oracy in reading and in ability groups when required for a guided work attack session.  These learners took their passion for their garden to another level where they wrote a proposal for a shade sail. They presented this to our Principal Sarah Martin. The learners were involved in real authentic learning, all based around literacy. Check out some of their slides

Found my learners so engaged in reading today, loved the energy, calmness and culture we are creating in our hub basing our reading groups on passion led groups. 

It was interesting to see how many learniers felt we need to read more in the hub. Some take away (student voice) from this survey were... Spend more time reading eg 10 minutes per day as a hub Keep D.E.A.R going more Going to the hub library and getting a book to read Reading outside more Having Mike come back to us and read Maybe we could suggest some books and you could bring them.

When I think about the barriers in roadblocks in reading are: Phonological knowledge is not all about the strategies of how to decode it's about the involvement in reading and the quality of oral language during reading. How can we create high cognitive  and behaviourally engagement in reading? Exchanging in  Elaborative response / elaborative gifting not about asking what you already know, not just asking questions. How am I going to do this?... A video of what the three-level guide works. Why do we Think, Pair, Share - metagonition. talking together - chain linking, modeling chain linking sentence,  Conversation not someone talking to you, it's about connectedness and you learn alot. Using the three level guide to moving from learner to teacher to 'us' Mixedabilityy vs abiltity grouping.  Level One Literal (reading ‘on’ the lines – factual statements from the text). Level Two Interpretation (reading ‘between’ the lin

Exciting to be able to share the aspects of my Inquiry of how I am making shift in Inquiry.