Reading Simplified

 This was such a useful course to take part in. I have learnt so much and can already see the difference it is making to the learning and reading of my students. :)

Decodable Books: Let’s Get Started Webinar

 

DFI Session 4: Dealing with Data

Today as we (the Manaiakalani facilitators) support the cohort participants to analyse data using google sheets, I took some time to reflect on my own blog and the picture is presents.

Dorothy shared that we can always learn from a person based on what and how often they share on their blog.  I have always tried to be reflective, and often write a whole blog post (in my head), and then never find the time to publish it. Today I have taken that time to share what I see happening on my blog, and to ensure I share it on here.

I most certainly need to be posting to my blog more regularly. This will be a goal for myself, to try and post atleast once a week. It would be a great habit to get in to.

Below is my analysis of my blog data.

I have also used Google My Maps to map where all my 'viewers' are from. Quite interesting to see that I have viewers from all over the world, not just from New Zealand.

Term 3 Professional Inquiry

What are the priorities for my target learners? How are they going in relation to these priorities?

Scanning:  Target students are not able to identify what they need to be able to improve their learning. 

Focusing: I would like my students to focus on setting goals within the writing curriculum to improve their output quality.

Inquiry Question: Will using goal setting strategies with my target writers make them able to choose sensible ‘next’ steps. How will the goal-setting look? What resources will I need to support these students to set SMART goals?

Developing a hunch:  

I will need to

• Unpack Level 3 of the New Zealand writing expectations with my students.
• Provide exemplars of what each of the expectations looks like within level 3. 
• Unpack students writing, and identify which areas they need to improve on.
• Encourage students to order their areas of improvement, starting with areas that will make the most impact on their writing.

What do I need to know/learn in order to effectively respond to these priorities?

• Expectations of Level 3 writing
• Exemplars of level 3 writing
• How to set SMART goals with students
• How to unpack the literacy progressions into kids speak with the students.

Therefore what are my development goals?

Taking action: 

• Find ‘kid-speak’ level 3 learning outcomes.
• Display their goals on pencils.
• Kid speak writing progressions from TKI 
• Find professional readings about improving writing outcomes through goal setting. 
• Setting literacy goals and recording progress

Reflection of DFI to date

DFI Session 1

During our first DFI session, we had Dorothy come to deliver the Manaiakalani Kaupapa and share some of the founding research behind this great initiative. Although I have heard the korero before, it was lovely to listen to it again, and just remind myself about the importance of the teacher within a digital classroom.

It was a shame that I couldn't share my section of our agenda that day, as I didn't have an adapter for my computer. Straight after our session, I ensured  I went down to the nearest Noel Leeming to pick up my adapter, in preparation for the following week.

The delivery of the content went really well, with the participants all keen to give their new learning a  go during the 'create' session of our day. What made it hard, was that many people has their blogs set up differently, were saving things in different places and naming documents differently.  It emphasised the importance of teaching students structure and routine at the start of every year to make life easier. 

DFI Session 2

The session started well. We covered the Manaiakalani Kaupapa, and then got into our deep dive with Kerry. I ran the 'chalk and talk' sessions about Gmail and Calendars, but realised that I spoke way to fast. I think nerves got the better of me, and then I rambled. I lost a few of the participants, and had to cover some ground again when they were all having a tutu.  Goal for next week; slow down, deep breathe, make sure everyone understands.

Then in the afternoon we had a few technical issues. Hangouts kept disconnecting our participants, so we weren't able to show them how to successful participate in a hangout. We tried many different work arounds, but with no success. They were all very patient, and were happy enough to schedule their own Google Hangout during the week within a small group. It was very clear that both the coaches and the teachers were getting a bit frustrated with the issues, showing just how behavioural issues can happen within a classroom if things do go the way they were planned. It's always a good idea to have a back up plan, just in case everything turns to custard. 

Reflection

The first two weeks of school has gone extremely fast. We have already packed in so much learning.  

What worked well?

Our Ahoy Waitangi day experience in Paihia was a hit with all the students, and was a great opportunity for me to build positive relationships with my students. 

Our getting to know each other activity, where we wrote down three things about ourselves on a paper, scrunched it up and through it at each other, was a great hit. The kids loved going around to each other and seeing if they had their paper. 

What needs changing?

After some assessments, I have noticed that there is a huge gap in the achievement of my students, some achieving 3 years below the expectation, to those achieving at 2 years above the expectation. This had me thinking about how I can continue to challenge the high achievers, and at the same time support the low achievers in progressing quicker to their expected level. 

Acceleration and not remediation. This is something a work colleague has always told me, and something I will focus on this year. 

So how can I support acceleration for these students?

Where to next?

I need to ensure that my class site is always up to date, with relevant learning and resources, so that learning is always rewindable for my students. I have already noticed in the two weeks at school, that students love going back through their work, and using our class site.

I need to record some of my teaching to make that available for my students to view at a later date.  As well as recording myself, I need to record my students explaining their learning, which will support other students understanding.

Preparing for 2019

After a lovely summer break, I'm ready to embark on yet another teaching adventure.  This year I have the senior students at Paparore School, and look forward to challenging them and learning alongside them.

This year I have also been asked to work for Manaiakalani one day a week, support teachers on their path of becoming 'digitally fluent.'

I look forward to strengthening my understand of the Manaiakalani Kaupapa and using their framework of "Learn, Create, Share" to support the learning of my students. My class site is ready for the start of the year and will continue to develop this with my students in mind.

My professional goals for the year include:

• Building positive relationships with students that foster the love of learning;
• Raising the achievement of my target students (more than one year's progress), using the Learn, Create, Share framework in numeracy and literacy;
• Further develop my te reo and including this in my everyday routine;
• Providing my students with an up to date site, which ensure all learning is rewindable at all times. 

These goals may change or evolve as the year progresses.