Using an authentic audience to enhance the motivation and writing mileage for learners in my classroom.
A number of learners in my Year 3 class struggle to produce even one sentence during a writing session. This could be because they are reluctant to write and are therefore not practicing writing and using writing mileage to improve. Additionally my learners do not feel they have an authentic audience that they value.
While sharing via blogs is core to every learner and class in Manaiakalani Schools, engaging whanau in the blogging process is something that has only scratched the surface for our learners . At this age, young learners are most motivated by an audience of people they know and love - this is their authentic audience.
My inquiry will explore opportunities for all my learners’ to experience an authentic audience by encouraging whanau to engage with their writing via the blogs. This increased writing mileage opens up opportunities for learners to practice and improve their writing while feeling their writing is valued by those who are most important to them.
Why are the majority of our Maori boys not achieving at their National Standard in Writing?
Our evidence shows that our Maori boys are not achieving at National Standard in their Writing. To accelerate the writing achievement of our priority learners we know that a more personalised approach to teaching and learning is essential.
In my wider management role within the school, I work closely with classroom teachers to design appropriate tasks and experiences that engage and provide the students with personalised support and timely feedback / feedforward.
Working collaboratively requires the development of an Ako relationship with both the students and the teachers involved.
Technology enables effective co-teaching in this context where I am not sharing a physical space. I plan to explore how we can strengthen the co-teaching approach through the use of appropriate online spaces to create engaging and effective learning environments, that specifically target our priority learners - Maori boys.
My target group will be our year seven and eight Maori boys whose learning and achievement needs acceleration to attain expected national standards.
I will be inquiring into improving learner outcomes in Y13 Biology when compared to
Making this biology course more visible online for the mixed-ability learners to self-regulate their learning at their own pace, any place, any time will include a focus on making learning intentions explicit and visible and explicitly linking them to rewindable, interactive, engaging resources, activities, and self-assessments, while scaffolding different levels.
"Ko te ahurei o te tamaiti arahia o tatou mahi" -Let the uniqueness of the child guide our work
I would like to create an innovative, visible sharing network to help the Special Needs children, whanau and teachers in our school to communicate and become connected and empowered so we can learn, create and share learning through this innovated blog. Future visions being we could then share this concept across our Kaikohekohe Education Network.
Presently in the Far North we do not have anything in place to connect these learners, whanau, teachers, teacher aides and support people.
Creating a blog for these learners will help them show their learning in many different ways. Technology has opened the door for them to become part of the ever changing world and to work together and share their learning. It will encompass their creativity and uniqueness and provide for them and their support people a different way of reaching their individual goals.
Supporting whānau as partners in accelerating their children’s literacy learning
At Ruapotaka, a challenge encountered with non-digital reading resources taken home is that many students do not read regularly. There is real evidence in our community that our whānau want to engage in supporting their children with learning at home. However, they need more support to be able to achieve this.
A recent study in our community “investigated ways to inform families and schools, and also equip them with strategies to enhance children’s literacy within a digital learning environment at home.” This study was designed to specifically explore and identify the factors that enable learning and create barriers to learning at home for our students who have access to a digital learning environment at home. Subsequently Naomi Rosedale has developed a Learning@Home site for whānau that includes guidance and strategies as to how they can support their child with learning at home.
After a year in a 1:1 digital learning environment, my Year 6 students will begin taking chromebooks home in 2016. To support the ubiquitous learning opportunities afforded these learners by the Tamaki Learning Network, the innovation will focus on building the capacity of learners and whānau to engage with the Learn Create Share pedagogy of Manaiakalani.
I will increase opportunities for learners to engage with whānau using ubiquitous digital technologies, to empower both learners and whānau to connect and engage as effective partners in the learning community. I will explore effective strategies to intentionally support whānau to become partners in maximising their children’s literacy learning.
Supporting boys achievement in writing
When looking at National standards data our boys are underachieving when compared with our girls.
Evidence so far:
Last year in our school the boys in Year 6 scored 50 points lower on their e-asTTle writing test than the girls in the same cohort, with far fewer high achieving male outliers. The extended literacy programme was made up of majority female learners, with 23 girls and only 6 boys. From the cohort I will be teaching this year, our girls scored better against the national standard than our boys.
What I will be inquiring into:
What motivates boys to write.
How I can support boys achievement in writing.
Using Film as a medium to move the achievement of clever learners beyond the National Mean in Writing
Results show that only a small number of Manaiakalani Learners are progressing beyond the mean even when they are classified as our ‘Extension Children’. To engage and extend these learners I will have them write narrative that has to be made into film. Learners will be expected to create a number of high quality DLOs each term. The learning process will include the co-constructing of language, creating word banks, storyboarding, exploring a range of writing and film genres, making movies and using a range of multimedia to share stories . The process will include direction design and the building of key competencies as well as technical skills.
Learners will be expected to log this learning journey and its reflection on their blogs, thus encouraging extended writing around the subject.
End point production will include School TV, PENN, Google Expeditions, Student Blogs.
Addressing the problem of NCEA underachievement in my senior classes.
This inquiry will focus on using digital tools to achieve NCEA success. Specifically focusing on the Manaiakalani principle of learning anywhere, anytime and anyplace.
By having a site as portal into learning, I hope to make learning less ambiguous for the students of Papakura High.
This is also an opportunity to explore how technology enables teachers to make learning rewindable for senior students
This supports children who learn more slowly, who need more time exploring messages, who are absent - and who forget
This makes the ‘smartest’ learner the child who knows how to access teaching and learning, not the child who is on the teacher’s ‘wavelength’
I also hope to influence other teachers in the school to embrace the learn create share model.
We have the potential for a culture of excellence within Visual Arts at Hornby High School based on sheer talent alone and certainly results are consistently very good and more so at UE level than ever before. Retention into those senior levels however, does not necessarily reflect the true level of ability at Hornby High School.
Students don’t necessarily understand what is expected of them or how to get there at levels 4 - 5 of the curriculum, this affects retention into year 11. Year 10 is the first year Art is an option class. How does grading them affect the value our students place on this subject? Does quality feedback need to include a grade? Will gradeless feedback and next steps be adequate to improve not only skills, understanding and mindset, but also status of the subject?
They don’t have achievable goal posts because there aren’t any within year 9 and 10 Visual Arts curriculum. Does this impact on senior skills? They may not be experiencing success as they could be if they cannot see the goal posts. If they can co-construct and self-regulate the goal posts, surely they become even more achievable. They also become ubiquitous, and allow for learning, students creating and then students sharing of their work in breaking down their understanding and helping to teach others how to break down an understanding of the curriculum at these levels. The flow-on should be better retention into levels 1, 2 and 3 and more consistent results at level 1. Students should be developing resilience in putting their own ideas out as assessable benchmarks.
One language is never enough.
I am inquiring into raising student achievement in reading with a focus on oral language and the implications it has for developing overall reading comprehension. This inquiry will investigate ways of developing vocabulary with ESOL students who are not achieving a normal rate of progress towards the national standard in reading.
My target group are Samoan students who are currently in Year 4 and Year 5. I have identified this target group through observation of running records and probe data from 2015. The data shows that decoding strategies are effective but also highlights a lack of comprehension due to limited vocabulary knowledge.
The evidence I will gather is reading data from 2015 and 2016. This data will consist of reading OTJ's, a running record or probe test for each student along with a breakdown of their overall comprehension. These tests will be administered each term to monitor progress in real time. In addition to these I will also be using e-asTTle reading (formative), PAT reading (summative), blogs (monitor if vocabulary has improved) and the rate of progress for the 2015 cohort when compared with the 2016 cohort.
My inquiry involves creating a bilingual Samoan language resource site for my school, cluster and wider teaching community. This resource will helps learners build on their reading comprehension skills.
Virtual Experiences to Accelerate Writing
My inquiry is designed to accelerate and enhance the quality of writing for the tamariki in my classroom through increased motivation and engagement. My inquiry is designed to provide strategies for the tamariki in my classroom to enhance their vocabulary bank so that their writing will be enriched. Firstly I will be gathering student voice around how the tamariki feel about their writing and the difficulties that they are facing. I will also be using eAsttle results as baseline data with a specific focus on the vocabulary. I will then focus on using a variety of researched strategies around dialogic classrooms and gifting word groups and this will be my starting point. I will be using digital technology to provide the tamariki with a multi-modal approach including videos created as a class, videos online and slideshows. We will then us padlet as our collaboration tool to gift words to each other. Many tamariki I teach have limited real life experiences. It is difficult to write about something that you haven't experienced. The resource will then be shared publicly as a resource for other teachers to use. The group of tamariki that I will be conducting my inquiry research with are from the bilingual senior class.