Teacher Inquiry - Reading Comprehension

This term, my teaching inquiry continues to focus on improving reading comprehension for my Year 7 and 8 students. Following a recent lesson where I used Vosaic to record and reflect on my teaching, I've gained some valuable insights into what's working and where I can grow.

The Vosaic analysis highlighted several effective strategies. The most impactful was the explicit use of clear learning intentions at the start of the lesson, which helped students understand the goals of the session. The use of sentence frames like, "The text says... so I can infer..." provided a useful scaffold for students to articulate their thoughts and apply inference skills. I also saw the value of collaborative learning, as encouraging students to work in pairs to discuss vocabulary meanings fostered deeper understanding through peer discussion and accountability.

The feedback from the video also pointed out some areas for improvement. There were moments of off-task behavior and distraction during reading activities, suggesting a need for better classroom management to keep students focused. While I introduced new vocabulary, I could have provided more context and examples to enhance understanding. A key insight was the need to give more constructive feedback on students' inferences, which is essential for refining their thinking and moving their learning forward.

Looking ahead, my next steps will be to incorporate the following strategies, all of which are grounded in educational research:

• Implement more student-led discussions: The analysis suggests that providing students with more opportunities to lead discussions can foster deeper understanding and greater ownership of their learning. Research by John Hattie (2009) supports this, indicating that student engagement is crucial for learning, and students become their own teachers when they are involved in their own learning process.

• Utilise interactive technology tools: The report recommends using technology to increase student motivation and participation, particularly for interactive vocabulary exercises. This aligns with research from Baker et al. (2010), which shows that integrating technology into the classroom can boost student motivation.

• Integrate formative assessments: The video analysis noted that a key to improving learning outcomes is to use formative assessments to gauge understanding and adjust instruction. This is a central idea in the work of Paul Black and Dylan Wiliam (1998), who found that innovations focused on frequent feedback can lead to substantial learning gains.

2025 Teacher Inquiry - Reading Comprehension

 This year, my teaching inquiry focuses on improving reading comprehension for my Year 7 and 8 students. After analysing Term 1 PAT Reading data and observing classroom work, it became clear that many students are able to read the words on a page but struggle to understand deeper meaning.

Two key areas stood out: vocabulary and inference. Many students frequently ask for the meaning of common words, hesitate to use new vocabulary in their writing, and give mostly literal responses when questions require deeper thinking. They also find it challenging to explain character motivation, author purpose, or connect ideas across a text.

My inquiry question is:
How can teaching new words and inference skills accelerate my Year 7/8 students' reading comprehension progress?

To address this, I’ll be trialling a few key strategies:

• Using the Frayer Model to explicitly teach vocabulary

• Modelling “think-alouds” to show how to make inferences

• Using small group reciprocal reading and vocabulary games

• Recording group sessions with Vosaic to reflect on and refine my practice

I’ll measure progress through vocab and inference quizzes, writing samples, and pre- and post-reading assessments. I’m also looking into what kinds of texts and reading approaches students engage with best.

I’m looking forward to seeing how these strategies support my learners and what I can adjust along the way to meet their needs more effectively.

Teacher Inquiry - 2025

**I have since changed my Teacher Inquiry for 2025.

Will the use of mathematical terminology accelerate student learning in PR1ME Maths?

This year, my teacher inquiry focuses on whether using mathematical terminology effectively can accelerate student learning, especially in PR1ME Maths.

As we implement PR1ME Maths for the first time, I’ve observed that many students struggle not just with the maths itself, but with understanding the language used in the problems. Without a strong grasp of mathematical terms, students find it harder to apply their knowledge and solve problems confidently.

Through this inquiry, I aim to explore how explicitly teaching and reinforcing maths vocabulary can support students in developing a deeper understanding and improving their problem-solving skills.  

Main reasons I chose this as my inquiry : 

• PR1ME Maths is a new programme in my class and school. I feel that ensuring the students understand its language, is crucial for success.
• Strong mathematical vocabulary supports deeper comprehension which will then allow for more accurate problem-solving.
• Approximately 27% of my students have english as their second language. Addressing language barriers in maths can help students develop greater confidence and independence in their learning.

EOY Teacher Inquiry Reflection

Now that we are coming to the end of another school year, it is time to reflect on my journey using The Code to enhance spelling and phonics skills in my students. Check out my progress and insights below : 

To answer my inquiry question : Using The Code in my teaching has significantly improved students' spelling and phonics skills. Through targeted support, extra practice, and engaging activities, I've seen increased confidence and progress, especially in students with English as a second language.

Here is a link to the report I read to my staff at our Teacher Inquiry presentation meeting.

2024 Maths Programme Reflection

This year in LS1, our maths programme focused on building strong foundations in number knowledge and strategies, helping my Year 6 students (aged 10-11) grow in confidence and enthusiasm. While our main goal was to achieve a 1.5x accelerated shift in progress, the true success has been the improvement in basic facts, multiplication skills, and attitudes towards maths.

Key Goals and Focus Areas
Our main goals were:

• Achieving 1.5x accelerated progress in maths.
• Reintroducing students to using maths books for their work.
• Developing a strong foundation in number knowledge and strategies, which are critical to mathematical success.

Although we touched on strand-based topics, the primary focus this year was on core skills in addition, subtraction, multiplication, and division. This focus allowed students to strengthen their understanding and build confidence in the basics, setting them up for future success.

Our Maths Lesson Structure
To ensure students had a consistent and effective learning experience, each lesson followed a clear structure:

1. Quick Facts Warm-Up: We started with revision of basic facts (addition, subtraction, multiplication, division) and simple key maths terms like ascending and descending. - this was because a lot of the scores on the PAT Maths tests reflected a lack of understanding of mathematical terms.
2. Teacher Demonstration: I modelled how to solve problems, explaining each step.
3. Whole Class Practice: The class worked through problems together to build confidence.
4. Group Practice: Students collaborated in smaller groups to solve problems.
5. Independent Bookwork: Students applied their learning individually in their maths books.
6. Create Task: Students used their devices to complete a creative task, such as making a presentation or solving problems digitally.
7. Blogging: Each student blogged about their work to reflect on their learning.

We marked work together as a class, and students received immediate feedback. For independent tasks, they marked their own work first before I checked it.

Supporting Students Who Need Extra Help
For students who struggled during class or group activities, I provided additional support in small groups. We worked side by side until they gained the confidence to try the work independently. This personalised approach ensured every student had the opportunity to succeed.

Making Maths Fun and Engaging
To make maths enjoyable, we:

• Gamified basic facts practice with challenges and sticker charts.
• Scaffolded lessons, giving students creative tasks to apply their knowledge after mastering the basics.
• Designed word problems based on our local community, cultures, and student interests, making learning relatable and meaningful.

How We Measured Progress
I used a combination of assessments to track progress:

• Quick Facts Scores: Recorded on a spreadsheet to monitor growth.
• Multiplication Challenges: Students marked their own work, and I verified their progress on a sticker chart.
• Maths Book Checks: I reviewed all bookwork regularly.
• Digital Work Reviews: Students linked their tasks to a spreadsheet, which I checked online.
• Standardised Assessments: PAT Maths, IKAN, GloSS, and JAM were used to assess progress across key areas.

Successes and Reflections
While we didn’t achieve the 1.5x accelerated shift we aimed for, our students made significant progress:

• Improved confidence in multiplication and basic facts.
• Better attitudes towards maths, with many overcoming initial reluctance.
• Noticeable improvements in PAT Maths scores.

The programme was a success in many ways, and I’m proud of the strides LS1 made this year. Moving forward, I plan to continue prioritising number knowledge and basic facts, as these are crucial to students’ mathematical development.

Term 4 2024 - Goal - Student Independence and Leadership

Term 4 Goal: Strengthen Student Independence and Leadership

As Term 4 gets underway, my main focus will be on helping my Year 6 students build their independence and leadership skills. It’s such an important time for them as they get ready for the jump to Year 7, and I want to make sure they feel confident and prepared for what’s next in their schooling journey.

I’ll be giving my students more opportunities to take on leadership roles in the classroom. Whether it's leading group projects, running class discussions, or helping to organise events, I want to give them chances to step up and take responsibility for their learning and the classroom environment.

I’ll also encourage them to set personal goals and reflect on their progress, helping them to take ownership of their learning. By introducing more student-led activities and celebrating their successes, I hope to build their confidence and self-management skills.

By the end of Term 4, I want my students to feel proud of what they’ve achieved, ready to take on leadership in Year 7, and equipped with the skills they need to succeed in the next phase of their learning.

What is the SAMR Model?

Exploring the SAMR Model

Before completing my own research, I had not heard of the SAMR model before, so I broke it down and created a my own DLO to understand it better. It’s a framework that helps evaluate how technology is used in teaching, moving from simple substitution to transforming learning experiences.

SAMR stands for Substitution, Augmentation, Modification, and Redefinition—a progression that shows how technology can enhance and transform learning.

In my practice, I would like to think that I often work in the Modification and Redefinition stages, redesigning tasks with multimedia or flipped learning to make them more engaging. This aligns with the Manaiakalani cluster’s "Learn, Create, Share" approach, helping students learn in innovative ways.