Teacher Only Day - Create Workshop

I recently had the opportunity to run a workshop during our Tamaki Cluster - Manaiakalani Teacher-Only Day.  I chose to show how I've used Craiyon (AI image generation) in my classroom to assist with descriptive writing. 

I started the session with an analysis of our Year 6 data, which revealed some important insights:

• Students were using creative tools effectively to demonstrate understanding.
• Students were primarily confined to using the Google Suite.
• There was a noticeable lack of collaboration around creative tasks.

In our RPI course, I was reminded that our tasks should ideally be:

• independent from the teacher, encouraging self-directed learning.
• providing opportunities for students to work together.

Craiyon is an site that generates AI images from text prompts. Craiyon can be employed for both loose and tight tasks:

• Loose tasks - can be completed over one to two weeks.
• Tight tasks - expected to be finished within a single class period.

For this workshop, I focused on a tight task as part of a larger narrative writing unit.

The reason I chose to focus on descriptive writing was because descriptive writing typically : 

• enhances creativity and imagination - skills that often diminish as students get older.
• develops critical thinking and observation skills - encouraging students to notice and think about details.
• improves communication and storytelling abilities - helping students convey their ideas more effectively.

How AI Tools like Craiyon help

• visualising descriptions - helping students see what they are describing.
• provides immediate feedback - allows for quick comparisons between their writing and the generated images.
• encouraging detailed writing - motivating students to include more details to achieve better results.
• engaging different learning styles: catering to visual learners who benefit from seeing representations of their descriptions.
• fostering creativity and critical thinking - inspiring students to think creatively and critically about their writing.

I was initially nervous about presenting to other teachers, but the positive feedback and engagement from everyone made me proud of my efforts. It's exciting to see how these AI tools can transform our teaching practices and inspire our students.

The Code - Observation

As part of our whole school literacy programme, each classroom is to spend time teaching The Code (spelling programme) every day.  In today's observation of The Code spelling program, I had the opportunity to observe my team leader and BT mentor Robyn Anderson, lead a captivating session on phonics, focusing on the "ea" sound. Robyn's instructional approach was not only engaging but also informative, providing valuable insights that I can apply to my own teaching practice.

She kicked off the session with a concise overview of The Code, ensuring that students grasped the program's purpose and structure. As she moved into the sound focus, "ea," she integrated real-life examples, fostering a deeper understanding among students. This approach resonated with me as it emphasised the importance of connecting phonetic concepts to students' everyday experiences, making learning more meaningful.

I noted her emphasis on differentiating between long and short vowel sounds. As a senior teacher, I am glad to have had this refresh on phonics as it has been a few years since I've taught a lesson on phonics.  Through interactive discussions and quick quizzes, Robyn encouraged student participation and guided them in discerning the nuances between these sound patterns. I found this approach particularly effective and plan to incorporate similar activities into my own lessons to reinforce phonetic concepts.

Throughout the session, she employed a variety of engaging activities, including partner discussions, mini-challenges, and quick tests, to reinforce learning. Her use of the whiteboard as a visual aid and incorporation of physical movement kept students actively engaged and focused. This multimodal approach inspired me to explore different ways of facilitating learning experiences that cater to diverse learning styles in my own classroom.

As the session concluded with a reflective discussion, I appreciated Robyn's efforts to ensure that students understood key concepts and could apply them independently. This reflective aspect reinforced the importance of ongoing assessment and feedback in the learning process. Moving forward, I plan to incorporate similar reflective practices into my teaching to promote student ownership of learning.

Overall, Robyn's teaching approach highlighted the importance of incorporating real-life contexts, promoting student engagement, and fostering a supportive learning environment. I am eager to apply the strategies and insights gained from this observation to inform my own planning and enhance the learning experiences of my students. 

Same But Different - 2024

As an educator, the classroom is not merely a space for lessons but an environment that plays a pivotal role in shaping students' experiences. Last year, I found myself in a MLE space, sharing a class of 60 students with another teacher spanning across years 4, 5, and 6. This year, the transition to teaching only Year 6 students has presented a unique opportunity to redefine and revamp the learning space to better cater to their specific needs.

One of the first challenges was to make the space feel new for the returning Year 6 students. The classroom layout plays an important role in fostering a conducive learning environment. I divided the space into two zones to cater to different aspects of our daily routine. One side is dedicated to formal learning, with organised desks and a clear focal point for lessons. The other side now serves as a flexible breakout space, providing a comfortable setting for roll calls, whole class discussions, and things that require more space such as mindfulness or drama.  It also serves as a space students "work towards" sitting in for independent tasks.

Beyond the physical transformation of the space, it has been equally important for me to communicate a shift in expectations and behaviour from last year. While the memories of some less-than-ideal moments lingered, I approached this with a focus on positive change.  During our first day together, I took a moment to address the akonga with sincerity. I expressed my belief in their ability to rise above past challenges and assured them that this year was a fresh start for everyone. By acknowledging the past without dwelling on it, I hope I have set a tone of optimism and understanding. The physical changes to the space served as a tangible reminder that this is indeed a new year.

To instill a sense of belonging and ownership among the students, we got to work straight away - displaying their projects, and artwork.  It has not only boosted their confidence but also created a positive and collaborative atmosphere where everyone feels valued.  Expecting manuhiri in Week 3 was a good motivator for this also.

Pictured is my former principal Mr Burt and I during a Manaiakalani Principals' Visit to my kura.  I took great pride in welcoming him and the other manuhiri to our space - and I was especially proud to see my students taking ownership of our class, offering to show our visitors their different mahi around the classroom.

As the year progresses, I hope it becomes evident that my akonga have embraced this new beginning.  I want them to understand that their actions will shape the character of our shared space.  Kia ora 2024!

EOY Teacher Inquiry

Now that the summative assessments for the year are approaching completion, I am able to use my results and data to answer my Inquiry Question : Has implementing the RPI strategies had an impact on reading comprehension?

Yes, implementing the RPI strategies has had an impact on my students' reading comprehension results.  In the slides below, you will find my target students' data from both Timepoint 1 (Term 1) and Timepoint 2 (Term 4).  It also includes what I did, why I did it, what I think worked well vs didn't, as well as my own analysis of the data.  

My data shows that 14% of the students in my target group maintained the same PROBE reading age, while 86% of students improved their reading age  between Timepoint 1 & Timepoint 2.  Unfortunately, 43% of students shifted backwards in stanine levels between the Term 1 & Term 4 PAT tests.  15% of students maintained the same stanine level.  43% moved forward in their stanine level.  While 33% of students maintained the same score, 67% of the students in my target group improved their Peters Spelling scores.  7/8 of my target students record a higher self efficacy in reading now then they did in Timepoint 1. 

A personal highlight of mine is that 7 out of my 8 target students now have a reading age that is at or above their actual age.  Going forward, I am thinking about what I can do to raise or at least maintain my students' PAT Stanine level from Timepoint 1 to Timepoint 2.

PAT Tests - Assessment Conditions and Environments

 PAT Tests and Creating a Supportive Learning Environment

As a beginning teacher, one of your primary responsibilities is to ensure that your students not only progress academically but also feel supported and encouraged in their educational journey. As a digital school, our students sit the Progressive Achievement Tests (PAT) on their devices. PAT assessments are designed to evaluate our students' knowledge and skills in a specific subject. These tests help us to gauge their strengths and areas for improvement, which, in turn, informs our teaching strategies.

To prepare your students effectively for PAT tests, it can be helpful to align your teaching with the test format. This is not "teaching to the test."  I focused on the actual format of how questions are delivered, and how students select their answers.  I have found ReadTheory to be quite similar in its setup to what the PATs are like, so my reading groups did a lot of ReadTheory in the week leading up to their PAT tests.

A conducive learning environment is essential for effective test preparation. My syndicate met ahead of the assessments to ensure all student devices were in working order for the test.  Students of the same year level were allocated seats away from each other - this will be different if you do not have a mix of year levels in your classroom.  In my own class, we went over the expectations of being in a test environment.  We also prepared for after the test; students selected a book and put it under their chair.  Once they finished the test (if it was earlier than the official end time) they read their book.  This helped to decrease risk of students distracting others.

Before the actual test, there are example questions and answers. We worked through sample questions and exercises together as a class before starting. This approach can boost their confidence and help them understand the test format and requirements better. I made sure to address any questions or concerns they may have had before the test officially started.

Finally, it was important for me to remember that PAT tests are just one tool to gauge my students' progress. As a beginning teacher, I am continuously seeking ways to improve my teaching and adapt to my students' needs. I know I can use the PAT test results as valuable feedback to refine my teaching strategies and support your students' content knowledge going forward.

Teacher Inquiry - Vocabulary

After discussing my backwards mapping with my senior syndicate in Term 2, one of the things I had planned to do was to have a visual display for vocabulary and draw the students' attention to it.  Below is an image of what my whiteboard would typically look like before starting our reading programme for the week.  

Alongside the tasks for the week, I would write the list of words the students would need to 'SACAWAC.'  You can click here to read more about SACAWAC.  At the start of a guided reading session I'd sometimes get the group to make predictions about the text based only on the word list.  As a result of the SACAWAC activity, students began challenging me to test their spelling ability.  From this, our reading programme grew to include a spelling test every second session - after the students had time to SACAWAC the words.  I have made the spelling lists incorporate vocabulary from the texts they read, as well as vocabulary that have similar patterns to words they may come across in their Peter Schonell Spelling Test.  

How the students responded : 

I feel the students have engaged with this approach to teaching word consciousness / kupu hou.  They are eager to participate in SACAWACing words and spelling tests as they feel a sense of ownership over that part of our reading programme.  They have shown they prefer to do their spelling and marking on paper so that is what we have implemented.  After a spelling test, any words the students got wrong - they had the option to continue to SACAWAC those for homework or when they had completed their other work.

What worked : 

Having a physical copy for students to write on.  This proved more effective than students who just copied and pasted ticks into their Google Docs.  Having a different list for each group - this allowed them to become 'experts' at the particular set of words and the students began teaching others the meanings of the words without being prompted.  Some of the vocabulary has also begun to show up in their writing which has been awesome to see.  Having a spelling test the next day also served as a good purpose for them to be doing the SACAWAC activity and sharing their results with them helped build confidence and a desire to do better.

What I could change : 

I could make an actual wall display of all the topical vocabulary instead of just writing it on the whiteboard.  I am yet to try this as I find the turnover between words could be too much for them to feel like they need to memorise.  I could also do more with their results for spelling as at the moment they just receive a certificate for spelling.  At the moment I store their spelling results in my reading workbook where I can see if/how they improve over the weeks.

Sharing - RPI

In the world of education, sharing is a fundamental aspect of the learning process. It bridges the gaps between individuals, fostering connections, and creating a sense of community. In the Manaiakalani Reading Practice Intensive (RPI), sharing takes center stage as a powerful tool for enriching the reading experience of young learners. Today, we delved into the different facets of sharing and its significance in the context of reading education especially in the Manaiakalani cluster and network.  Today was also the last session of RPI for my cohort.

Dorothy started by acknowledging how as educators, we often find ourselves pressed for time, and sharing is the component that sometimes gets squeezed out of our routines. It's important to recognise that sharing is a force that brings people together. It is an essential part of our humanity, allowing us to connect on various levels.  

Sharing extends beyond the classroom, reaching an authentic audience that chooses to engage with our thoughts and ideas. This audience can include peers, classmates, the school community, families, and even the broader global community. In today's digital age, blogging has become the primary online space for young people to share their thoughts, experiences, and learning journeys.  Student blogs serve can serve as rich sources of information. Their blogs acts as a digital archive, preserving their written work and showcasing their reading and other interests.

Teachers play a pivotal role in the blogging process. They should actively engage with and co-read blogs alongside their students. By doing so, they formatively assess students' progress and provide valuable feedback. Student blogs serve as records of their reading journey, including learning intentions, personal responses to texts, and evidence of comprehension. This information is particularly useful for new learners at the beginning of the school year.

Moreover, sharing on blogs transcends the linear process of learning, creating a dynamic cycle of learn, create, and share. It emphasizes that both the process and the product of learning are equally important. When students share their finished work, they reinforce the feeling of accomplishment. Additionally, sharing stimulates new thinking, often triggered by comments and questions from readers.

While class sites and class blogs are primary online spaces for learners, teachers also use them to share their reading program designs with other educators. This sharing process enables the visibility of program routines and innovations, allowing teachers to learn from one another. It's like having a set of favorite teachers to "stalk" regularly for inspiration and ideas.

Planning for Share

The success of sharing in reading education requires careful planning. To ensure its effectiveness, teachers must consider several factors, including :

• Encouraging spontaneity without stifling enthusiasm.
• Inspiring students to share items of their own interest.
• Creating an easily recognizable icon that prompts students to blog.
• Monitoring the completion of sharing activities.
• Defining priority reading-related learning that learners should post to their blogs weekly.
• Setting clear learning goals and aligning posting schedules with students' availability.
• Promoting audience engagement through comments and discussions.
• Prioritizing content quality over quantity.
• Allowing time for reflection and revision.
• Establishing a feedback loop for constructive feedback on posts.
• Encouraging diverse content formats and topics to keep blogs engaging.

Providing effective feedback is crucial for growth in reading education. Feedback can be evaluative (summative), descriptive (formative), or generative (formative). Research shows that descriptive feedback with generative elements is more effective than evaluative feedback.

Teachers should plan and scaffold peer-to-peer feedback, helping students understand what they need to learn, where they stand in their learning journey, and what their next steps should be. Effective descriptive feedback should focus on the learning intentions or goals of the task.

To create a holistic reading experience, it's essential to involve students' families. Deliberate efforts should be made to connect with families and engage them in reading activities. Some strategies include:

• Reinforcing ways for students to take books home and involve their families.
• Encouraging families to participate in reading challenges.
• Soliciting recommendations for texts from families.
• Creating spaces for family feedback and involvement in reading activities.

Sharing is not just an activity; it's a way of building connections, fostering growth, and enriching the reading experience. I feel that today's session was a fitting end to the 9 sessions we've had for RPI this year.  I am very thankful to the RPI team for the work they put into designing and facilitating our programme.  I have come away from each session with so much new knowledge and many ideas I am always excited to implement.  Thank you to the RPI team, my RPI mentor and my school for signing me up to participate in this year's RPI course.  Ngā mihi nui.