Wednesday, 15 November 2017

Manaiakalani CoL Inquiry Panel



My Inquiry Journey .. Empowering students through talk to promote dialogic discussions and accelerated learning through the use multi-modal resources.
What happened for the learners; (Initial Target group)
  • Increased confidence, levels of engagement and participation
  • Varied levels of accelerated learning with others with the exception of 1 making and maintaining progress equating with expectations re time.
  • influenced motivation and depth of learning  transference of this to math problem solving and vocabulary development and use of.

What evidence to I have of that?
      Tui Talk Dialogic Discussion Emerging                                                                

                                                                                   Levels of 'talk were reduced when working on 
collaborative docs and in group book .
Evidence: Data collation to date:
Student
End of Term 1
End of Term 2
End of Term 3
Progress Over 8 months
Student 1
no change;    
5 months
1 year
2 yrs
Student 2
6 months;    
no change;
6 months  
1 yr
Student 3
6 months
I year
6 months
2 years
Student 4
No change
6 months
1 year
1.5 years
Student 5
  • 5
6 months
No change
6 months
Student 6
starting data
Drop 1 year
6 months
6 months
Student 7
6 months
No change
6 months
1 year

Evidence - Transferring dialogue across to inquiry &
Student Evaluation
















What did I do to make this happen?
  • Examined and critique my own practices
  • Focused Learning Intentions  - Talk as thinking on the outside!
  • .Co-construction of success criteria
  • Provision of prompt card questions or statements.  
  • Reduction of teacher involvement in guided reading.  **
  • Two to three readings of same text and resources that linked to each resource which included a multi-modal approach which promoted making connections across text and well as within text.
  • Constant feedback and feed forward.
  • Reading integration transferring knowledge, applying and extending learning

Wonderings about Where to next:  Focus on talk to continue; Cross curriculum integration;
Students: Self and Peer evaluation;
Teacher: Include strong oral language focus across all learning areas for 2018.
Who is doing the talking in your class?

Reflecting and Preparing for final CoL 2017


With a little more detail:  
After realising that  my pedagogical practices with my target group were not the same as my readers achieving at and above the nation standard for their year level, and conducting research about how to support students to be active and talk about their learning ( in this instance, reading), I found that the question answer responses were reinforced by me.
It was time for a change.  
Student and myself sat and pretended to be engaged in a reading text while actually observing the mentioned group as they independently worked on their reading task.

  • Students in the target group noted that they read silently but then went on to share what they had interpreted from the text and some added information to those ideas while others argued against what was said and then all returned to the text and re read and again discussed - there was alot of talking!
  • The target group evaluated the benefit of this 'Talk" 


We began with the global learning intention:

  • Share and talk about our ideas while listening to the ideas of others.

In creating success criteria for this learning intention, we (students and myself) discussed what they would be able to do as a result of the LI.  
The result of which was that they would be able to ask questions, share ideas and be active in discussions. 
This was followed by me asking: "What will I see if you are doing this"?
From this we formed the following statement and referred to this often.

'Talking is the act of thinking that helps us to analyse and make meaning', 

'Talk' and the opportunity to share and question, I believe  form the basis  for dialogic discussion.  High levels of engagement and student involvement in creating learning intentions and co-constructing success criteria together with using a range of multi-modal resources that build and connect learning are essential to promote 'talk'.
At our previous meeting four key questions around this final meeting for this  year were discussed.
In the evaluation discussion (evidenced at the end of video 2 'Student Voice') 
Students in the target group identified that 'talk' ..."helps you to clarify your understanding and build greater understanding, because people sometimes have different views and that makes other people question and think again  and it also makes the reader re read to look for information  - to make connections."
...
While progress for some students based on assessments has not been as evident as others, the 'Talk' ownership and application of critical thinking via dialogic discussion has most certainly increased and impacted on confidence, participation and comprehension. 


Tui Talk independent guided reading without the teacher!


 A student from this group told me " We talk more about the text Miss, when you are not there.  I have compared the observations of them working independently (as shown here) and that of when I touch base with them.

Saturday, 21 October 2017

Where to next? T4


Currently room 8 are being enterprising as they prepare for our annual Mission Day, where students are actively part of fundraising as they reach out to help others   - in this case a Orphanage run by the Mission Sisters in India.
This is our focus for teaching and learning across the first and second week of this term.
It is a very integrated process.

From the previous data, I have begun conferencing with students in some cases in groups, but also in 1:1 situations.
Two students outside of the target group dropped a year in the term 3 assessments.
Therefore my initial focus for them is to work with them everyday and the assess them again at the end of week 2.
Two students in the target group have made progress but this can not be called acceleration.


Resource choice:???
Additional Target Group; I have already been working with these students.  While also tracking these students, I have decided to add this data here as these students will with the exception of one be with me again next year.
These students have (be it with varying degrees) increased their active participation in discussion during guided reading and reading with the teacher present. 

Student
Yr
Ethnicity
Gender
Nov.’16
Term  1
Term 2
Term 3
Progress Over months
8
7
Tongan
F
9.5 -10  
10-10.5
10.10.5
10 - 10.5
+6 months
9
7
Tongan
F
8.5 -9.0
9.0 - 9.5
9.0 - 9.5
9.5 - 10.0
+ 6  months
10
7
Samoan
F
10.5-11.5
11.0 -12.0
11.5 -12.0
11.5-12.0
No change
11
7
Filipino
M
10.5-11.0
10.5-11.0
11.0 -11.5
11,0 -11,5
+6 months
12
7
Tongan
M
8.5 - 9.0
8.5 - 9.0
8.5 - 9.0
9.5.10.0
+6  months
13
8
Filipino
M
9.5-10
9.5-10
10-10.5
10.10.5
+6  months
14
7
Samoan
M
10.10.5
10.5-11.0
11.0-11.5
10.5 -11.0
+ 6  & - 6
15
7
Tongan
M
10.5-11.5                     
10.5-11.0   
11.- 12.0
10.5-11.0
up and down

Friday, 20 October 2017

Feeding back to staff



Every week I am given the opportunity to feedback to staff about my my inquiry.
I focus on reporting / sharing one aspect that where possible links to the current focus across our staff.
As a number of staff are targeting reading  in their professional inquiry, and feedback from
During this process I always invite staff to visit my class to see my students at work.

These key ideas have included:    


October 19 COL Meeting

CoL Meeting No. 7

In groups, we shared our key focus for our inquiry and briefly shared these.
=Term 4:
Our last Col meeting for this year, will see each of us reporting / sharing our inquiry concisely targeting
The focus for our inquiries
Achievements
What actions (teaching and learning was done differently?
Where to next?
Cause and effect results PMI?

Wonderings:
Why are some students holding but not moving on in assessments when formative observations indicate clear growth.

Why have two boys drooped 1 year from term 2 assessment to the end of  term 3.

What am I going to do?

Discussion during the CoL meeting, included that sometimes teachers identify student achievement as linked directly to what they have done.  and yet if students fall back or make limited or no progress, it is something that the students themselves have done or not done as may be the case.

This got me to thinking and reflecting back on what I had done   that resulted in the growth in compreshension and what I now see as higher levels of engagement,

I scrolled back through my class site and critiqued the teaching and learning firstly in reading.

  • Mixed ability groups
  • Varied reading resources  multi modal
  • Home reading Monday to Thursday
  • Reading to and with and by students
  • Inquiry linked
  • Learning intentions - introduced student involvement and self evaluation of learning intentions
Retest the two students who dropped back and those that showed no movement.
Readdress learning intention;
Collaborate with students -  This is what your last assessment task showed... your last assessment place  students evaluate and set new goals  -
I will ask can you do this?  What will this involve?  How can I help you with this?


Thursday, 12 October 2017

What counts as acceleration?











:






Reflecting on Data so far
Accelerated learning is when progress exceeds the time that has passed.  Therefore in 6  months if a student comprehension level  is double this it can be called accelerated learning. While some teachers may choose to look at acceleration term by term, I have instead analysed my data as a collection of that progress across the three terms.


Student
End of Term 1
End of Term 2
End of Term 3
Progress Over 8 months
Student 1
no change;    
5 months
1 year
2 yrs
Student 2
6 months;    
no change;
6 months  
1 yr
Student 3
6 months
I year
6 months
2 years
Student 4
No change
6 months
1 year
1.5 years
Student 5
  • - 5
6 months
No change
6 months
Student 6
= starting data
Drop 1 year
6 months
6 months
Student 7
6 months
No change
6 months
1 year

While 5 out of the 7 target students have indeed made accelerated progress, It has not been consistent across the whole group.  
Two have dropped back over that time and while continuing to work with the whole group I will also work closely with these students, getting them to be part of a learning discussion about their results and use this collectively with them to re focus their learning by initially setting goals for term 4.