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.

Teacher Inquiry - Create Tasks Implemented in Reading

Session 8 of the Manaiakalani Reading Programme Intensive (RPI) focused on different types and kinds of opportunities for students to create.  Our homework was to incorporate a type of create task into our reading programme.  Below I have linked (with permission) some of my student's completed create tasks as well as what the teacher / student instructions were for each task.

Text : Changing Matter on Epic.

Here are the instructions students received at the end of the response to text slides: 

• CREATE: Create a DLO that shows and explains “Changing Matter”.  Use any information you think is important from the text to guide you.  Your DLO can be an animation, slideshow, or poster.

Kato chose to create an animation of an ice cube melting then evaporating.  Click here to read his blog post.  (Shared with permission.)

Text : Aztec Attack.

Here are the instructions students received at the end of the response to text slides: 

• CREATE: Choose a specific scene from the story "Aztec Attack!" that you want to recreate in Google Drawings. This could be the moment when Izquixochitl first spots the approaching men or the village's preparations for battle.

Loa chose to recreate the scene in the story where two parties are at war.  Click here to read his blog post.  (Shared with permission.)

Text : Bright Family on Epic.

Here are the instructions students received at the end of the response to text slides :

• CREATE: Create your own backdrop of a universe you think they may come across in the next part of the story.  Use the background remover app to insert yourself into that universe.  Use a speech bubble to show what you would be saying in that situation! 

This is an example of a "short" create task that could and was asked to be completed within the 1 hour block.  Click here to read Dito's blog post.  (Shared with permission.)

What went well : 

• Students enjoyed seeing themselves in their Create tasks.
• Students appreciated the choice of medium, and were more engaged when they got to choose the format.

What didn't work so well : 

• Some students work better with more guidance (where they have to decide less) but some maybe needed less guidance in order to feel and be more creative.
• Some students went on a tangent to the point the task was no longer connected to the task.

What I will change for next time : 

• For my more advanced groups, I found that I've often left more decisions for the students to make compared to my lower groups where I would scaffold them a bit more.  
• I will change my Create tasks so each student gets a sufficient range of tighter tasks that they can start and finish in a block, as well as looser tasks they are given a week to finish on their own.  That way the students can achieve completion more often.

Create in Reading - RPI Day 4

Today saw the 8th session of the Manaiakalani Reading Practice Intensive (RPI) course. The primary focus of the day was to delve into the "Create" aspect within the Manaiakalani pedagogy—an area I've been eager to learn more about.

Dorothy's introductory session set the stage by emphasising the role of creativity within the Manaiakalani pedagogy. She stressed the importance of fostering student empowerment through creative contributions rather than passive consumption. The resonance of James Gee's quote underscored the significance of nurturing creativity to foster critical thinking and innovative skills. “You don’t empower people by just being consumers. Teaching people to read and not write, teaching people to play and not design is the way to make customers and consumers and not producers and creative thinkers” 

I also learnt about the concept of 'SiSoMo'—the amalgamation of sight, sound, and motion —and how it is used to capture the essence of creativity. This concept highlighted the potential that lies in student responses. Our exploration extended to AI tools such as Craiyon.com and Adobe Firefly, demonstrating how technology can facilitate swift yet meaningful creative projects that lead to deeper insights.

Naomi's session highlighted the beauty of collaborative learning, both 'outside' and 'inside' the create. This approach opens doors for peer co-authoring and co-constructing, nurturing a sense of ownership and pride in their creations.

We got to try out an example of a Create task we could set our students to complete which was creating a 'Book Trailer.'  Here are the instructions we received. I chose to reference the text 'Treasure Island' by Robert Louis Stevenson.

We also created our own visualisation of the poem 'Te Marama' by Kelly Joseph which you can find in the blog post prior to this one.

Before today's RPI session, during my most recent talanoa with my mentor teacher Robyn, we discussed ways I should start teaching reading "deeper" and "wider."  So when we began focusing on teaching and learning over units today - I was pleasantly surprised!  We were shared examples of Google Sites that teachers had created to do a whole novel study.  Instead of viewing my reading sessions as isolated lessons week by week, this approach emphasises continuity and depth.

This approach encourages students to make connections between different concepts and ideas, fostering a more comprehensive understanding of the subject matter.  As students progress through these units, they have the opportunity to build upon their prior knowledge and apply it to new contexts. This method not only promotes in-depth learning but also nurtures critical thinking, problem-solving skills, and the ability to see the bigger picture. Overall, teaching and learning over units, modules, and concepts provides an engaging educational experience that equips students with both knowledge and the skills to connect and apply that knowledge effectively.  I am looking forward to creating opportunities for myself and my students to learn across units in the near future.

Here is an image of the Padlet we as a cohort created to indicate what we felt we needed to work on.

I am looking forward to implementing some new 'Create' tasks into my reading sessions, as well as teaching and learning across longer units. Ngā mihi to the Manaiakalani RPI team for today!

Te Marama by Kelly Joseph - RPI Create

Today we imagined we were book illustrators using the poem "Te Marama" by Kelly Joseph. We compared our illustrated poem with the published version.  One of the differences between my poem and the published one is I have used much less colour. Another difference is the published version uses illustration to fill the space.  On the other hand, some similarities with my poem are the readability of the font.  I made use of an AI content generator Dorothy introduced us to which is craiyon.com to generate the image of the moon sitting on the ocean.

The parts I like more about the published version is that it uses more illustration to fill the space, which would probably appeal more to students than a minimalistic version such as the one I have created.  Below are some of the other versions my cohort created.  The images are linked to their professional blogs. Ngā mihi Mrs Lagitupu and Mr Hughes for your work. 

Teaching for PB4L

As educators, creating a positive learning environment is crucial. At Panmure Bridge, we are a PB4L school.  This means we teach for positive behaviour for learning.  Teaching for positive behaviour lays the foundation for an empowering classroom where students thrive academically and emotionally. As a beginning teacher, I recognise that I have much room to grow in terms of intentional and deliberate acts of teaching that reflect this.

• Setting clear expectations for behaviour and reinforcing positive actions is crucial. Recognising students' efforts and celebrating their achievements helps foster a positive and encouraging atmosphere.
• Being a role model for students and encouraging self-reflection supports their personal development.
• Integrating social-emotional learning and restorative practices equips students with valuable life skills.
• Open communication with students and parents builds a strong partnership. Collaborating with all groups involved can enhance the sense of unity and shared responsibility.

One aspect of PB4L I will need to explicitly work on is providing feedback and fair consequences for problem behaviour.  Understanding the different response strategies will be especially important : prompting, redirecting, reteaching, conversing with students and providing choice.

Thinking - RPI

Day 7 of the Manaiakalani Reading Programme Intensive (RPI) focused on the aspect of 'thinking' and how we can best incorporate this into our reading programmes and planning.  I found this particularly useful for me to consider in the future when designing response to text activities.

As teachers of reading, one of our main goals is to foster critical thinking skills in our students. This allows them to engage with texts at a deeper level, analyse different perspectives, and make informed decisions. In Day 7's session, we talked about how response to text activities can provide opportunities for students to practice higher order thinking. We also explored the importance of moving beyond literal comprehension and how we can effectively design tasks to promote independent critical analysis.

Moving Beyond Literal Comprehension : Something I had never thought about before was the importance of moving beyond literal comprehension.  Literal thinking is an essential foundation for reading, but it is only the starting point. If we keep teaching students "on the line", they aren’t able to go to that level of reading intuitively where they read between the lines.

To fully engage with a text, learners need to develop the ability to analyse, interpret, evaluate, and create something from their new learning. These higher order thinking skills enable students to explore complex meanings, consider multiple perspectives, and form their conclusions.

Throughout the day we focused on three effective ways we can plan for learners to think beyond the literal : 

1. Modelling  (critical analysis of text, questioning & ‘thinking about thinking’)
2. Response to Text Activities (including higher level ‘Create’)
3. Extended Discussion

We spent a bit of time going through examples of effective response to text activities, as well as getting a start on some tasks that incorporated the different levels of thinking. When designing response to text tasks, it is important to provide a balanced range of thinking opportunities. We can use the "levels of thinking" approach to scaffold students' critical thinking. The levels include:

Literal Level: Understanding the surface meaning of the text.

Interpretive Level: Analysing and making inferences from the text.

Evaluative Level: Evaluating the text, questioning its perspectives, and identifying bias.

At first I had a moment of concern, as I couldn't recall a time I had deliberately planned for "interpretive" and "evaluative" thinking from my students.  Thankfully, I realised that I had indeed included opportunities for these levels of thinking, but had not realised that I had done so.  One major learning for me is that students would benefit from me being more deliberate in planning tasks that require more than just the literal level of thinking.

One part of the day that I feel helped to grow my pedagogy was when Georgie began breaking down Bloom's Taxonomy, in regards to analysis : 

We can consider analysis as the opposite to summarising.  Here are the key things about analysis I took from our session :

• Summarising involves paraphrasing to make a shorter version of the source text, reducing it to its main ideas or key information.  Analysis, on the other hand, involves close reading of the text to identify particular features that communicate or reinforce the main ideas i.e. noticing details in language, structure and other devices the author has chosen to achieve their purpose.
• A well understood strategy for understanding deeper, more complex meanings is breaking down the whole into its component parts. Bloom’s shows the bridge into synthesis and evaluation via analysis such as breaking a topic or idea into its elements or examining a subject from different perspectives.
• It helps us see how the “whole” is created from the “parts.” It’s easy to miss the big picture without seeing how the parts are connected. Analysis helps reveal the connections and relationships between the parts to extend and deepen understanding.
• Analysis can be used for two things
• To zoom in. “What word does the author use to show us…”
• To zoom out. “What other evidence connects to the big idea…?”
• This made me realise that I need to be more deliberate in "zooming out" with my akonga.

Here are some other key points I have taken away from Day 7  : 

• Incorporating critical analysis into response to text activities helps students develop metacognitive skills. They learn to question and evaluate the content they encounter actively. For instance, students could examine historical photographs, consider the story behind them, and reflect on the historical context.
• The ultimate goal is to build learners' independence as critical thinkers. Teachers can model critical analysis and encourage students to lead discussions independently. Creating a safe and collaborative environment for these discussions allows students to explore diverse perspectives and develop their ideas.
• Incorporating response to text activities into our teaching provides a powerful platform for students to develop critical thinking skills.
• By moving beyond literal comprehension and engaging with texts at deeper levels, students become more active and informed readers.
• Through the "Levels of Thinking" approach, they analyze, interpret, evaluate, and create, leading to a deeper understanding of complex texts and ideas. 

Meitaki maata to the Manaiakalani RPI team for Day 7!

Word Work - RPI Homework

Day 6 of the Manaiakalani RPI course brought us valuable insights into vocabulary and decoding, two critical aspects of fostering strong literacy skills in our students.  You can read more about Day 6 here.

Our homework for the day was to engage our students in two word work activities.  I chose to replicate the degrees of meaning task as well as the spotlight task.  In our previous coaching conversation, my RPI mentor Robyn created an extension of the spotlight task that involves 'sacawac'ing words.  The engagement and enthusiasm from the students were palpable, and it reaffirmed what the RPI course taught about the importance of equipping our learners with a robust vocabulary.

For both tasks, students needed to be in buddy groups.  The RPI course explained that the conversations that happen in these spaces is actually where a lot of learning can take place!  Here's a quick summary of the tasks I implemented aswell as the instructions the students received for them.  All tasks are linked.

Degrees of meaning : 

1. Each take a turn to read out the word and both examples.
2. Discuss which of the two examples best matches the word. Use your ground rules for talk to reach an agreement.
3. Be prepared to take turns sharing the reasons for your groups’ choices when we come back together.

For this task, we also discussed relevancy of vocabulary to the context of the story.  We talked about how some words can different meanings depending on the context they are in, so it is important to take that into account when we learn new vocabulary.  My students enjoyed working in partners for this task and could all find success in completing this task as they could all complete this task and give an explanation for their decisions.

Spotlight / SACAWAC

Instructions the students receive : 

1. Read each of the words (or phrases) below.

2. For each word, paste a tick (✔) in ONE of the columns to show your prior knowledge of the word.

3. Do this BEFORE reading.

Extension of the spotlight task - SACAWAC

Robyn suggested a possible extension I could make to the spotlight task could be where students need to SACAWAC the vocabulary.  Any vocabulary the students could not explain the meaning of, they needed to put into 'Word Jail.'  The only way to get them out, is to SACAWAC them.  What it means to SACAWAC : Say and cover and write and check.  For each word students had to : say it out loud while looking at it.  Cover it and say it. Write it onto a whiteboard.  Then check if they had spelt it correctly.  They thoroughly enjoyed this activity.

Since we first tried the spotlight and SACAWAC tasks last week, my students have been eager to show me their ability to spell their new vocabulary and have since suggested that I could test them on it. We have now set up our reading lessons so that our second reading session in a week (after we have SACAWAC'd words), I run a quick spelling test with that specific vocabulary in our small groups.  The vocabulary that is in this spotlight/SACAWAC activity, is the vocabulary they are tested on.  This has been lots of fun and has definitely improved my students' confidence in writing as well as their eagerness to expand their vocabulary.

For the purpose of the RPI homework, I facilitated these activities in small groups to make sure my students understood the task and how to complete it.  Going forward, I will make most of them independent tasks they complete before they see me or after.  I am looking forward to going through the RPI resource register to see what else I can use for my learners.

Swimming - Safety and Responsibility

As a beginning teacher, the prospect of taking my students to the swimming pools for PE filled me with a mix of excitement and nerves. Here are some key insights I gained :

Setting Clear Expectations :  It is important to give clear rules and guidelines to the students as they set the tone for the trip.  We decided to make a lesson out of it the day prior to make sure our students were well aware of their expectations so they could be ready to manage themselves.  Students made a DLO of the expectations, as well as a reminder card with the times they needed to be ready.  This promoted managing self and taking responsibility.  

Organisational Skills: The importance of being well-organised well in advance of the trip cannot be understated. Creating checklists and communicating with parents early on ensured a smooth and stress-free morning, setting the tone for the rest of the day.

Taking Responsibility: As one of the teachers in charge, I learnt the great deal of responsibility teachers have for their students' safety. Constantly supervising and actively reminding students of the expectations ensured efficiency.  Procedures like head counts and marking rolls were important and helped staff and students alike feel well taken care of.

Sticking to the Schedule: Proper time management was vital for a successful outing. Sticking to the planned timings allowed us to make the most of our pool time without feeling rushed.  This is something I may need to go over again with my students.

Clear and Explicit Instruction: Providing clear instructions about changing times and other activities kept everyone on track. It reduced confusion and contributed to a well-structured day.

Importance of Punctuality: Emphasising the significance of being in the right place at the right time fostered a sense of teamwork and contributed to the overall success of the trip.

Overall, my priority as a teacher on this swimming trip was the health and safety of my students.  This first swimming trip taught me valuable lessons about effective planning, clear communication, and the responsibility that comes with being a teacher. It also reinforced the importance of safety and the joy of creating experiences with my students. As a beginning teacher, I am grateful for this experience and look forward to applying these insights to the rest of my educational career.

Austin's Butterfly - Feedback and Feedforward

 Recently I conducted the first part of an art lesson with 3 of my target students. Our focus was on developing sketching skills through the use of specific feedback.  I modelled this lesson after being shown "Austin's Butterfly" by my mentor teacher.  This was very useful having something to watch and draw from when creating my own lesson for my akongā.  Reflecting on my own notes and the feedback from my mentor who observed the lesson, means I can gain valuable insights into the effectiveness of my instructional strategies.

 

To begin the lesson, I reminded the students about the importance of following our ground rules for respectful conversation, which were prominently displayed. This served as a helpful reference point throughout the lesson.

• The learning intentions (LI) for the lesson were twofold: to develop sketching skills by observing and replicating a subject, and to practice giving and receiving specific feedback to improve our sketches. I made sure to clarify these intentions at the outset and provided the necessary materials such as A5 paper, pencils, and a reference image of a monarch butterfly.
• To engage the students in a discussion about feedback, I asked them what it meant when someone gives their "2 cents" in a conversation. This question prompted pairs of students to share their thoughts and then share their responses with the whole class. I captured their ideas on the board, ensuring that their voices were heard and acknowledged.
• The main video activity involved watching "Austin's Butterfly," a story about a first-grade student who receives feedback on his artwork. I challenged the students to pay attention to what effective feedback looks like during the video. They used newsprint to record their observations.
• After watching the video, I guided the students through a sketching exercise. I encouraged them to draw from memory, emphasising the importance of using the whole space, observing carefully, using light lines, building details, and considering proportion. I provided a visual example to illustrate the concept of proportion.
• To co-construct success criteria for effective feedback in art, I asked the students what they believed promoted growth and improvement. Their answers were transcribed on the board. We concluded that feedback should be specific, respectful, and actionable.
• The lesson concluded with a feedback activity, where students were assigned partners and given sticky notes to provide feedback to each other. I encouraged them to use the sentence frame, "I really like how you ________. Next time, you could try ________ to make it even better." This structure aimed to promote constructive and supportive feedback.

In retrospect, I acknowledge the strengths and areas for improvement in the lesson. The engagement level was high, and the use of visual aids, such as the video and example sketches, enhanced the students' understanding. However, I could have provided more visual prompts throughout the lesson, such as displaying the monarch butterfly image earlier.

In future lessons, I will make more deliberate connections to prior learning, and make sure that new concepts can be connected to the students' existing knowledge.  One thing we noticed was that I talked "about" feeding forward, but I never once actually referred to it as "feedforward." This comes down to being explicit with the words I use when teaching a group.  I need to use the words I want my students to use.  Additionally, I will try to use terms such as "learning intention" and "success criteria" more explicitly to enhance student understanding.

Overall, the feedback from my mentor and my own reflections will guide me in refining my teaching strategies. I appreciate the suggestions to make feedback a weekly focus and to continually seek examples of how I can improve my lessons. By implementing these recommendations, I am confident that I will create even more meaningful and effective learning experiences for my akonga.

Magic of Sgraffito

In our weekly staff meetings, our principal has been treating us to art sessions. One of the techniques we have learned most recently is called sgraffito. Sgraffito is an art technique that involves scratching the top layer of a material to reveal a contrasting layer beneath. It's a simple yet captivating way to create unique designs and textures in artwork. Sgraffito has been used in various art forms for centuries.

During our art sessions, we had the opportunity to try our hand at some sgraffito. We first used retsol crayons to block in any mix of colors we'd like onto a piece of paper. Richard mixed acrylic paint, Indian ink, and a little dishwashing liquid to create a thick and gooey paint. We painted this mixture over our crayon and left it to dry until the next staff meeting. The next session, we began scratching the top layer to reveal the hidden colors below. It was a fun and interactive process that allowed us to experience the task before we set it to our students.

Since sgraffito involves sharp tools, safety is a priority. We discussed the importance of handling the tools responsibly and taking necessary precautions to avoid accidents or injuries. When layering colors, it is useful to remember that the top color should be darker than the base. This contrast adds depth and makes the scratched designs pop, creating a visually striking composition.

Sgraffito provided us with a hands-on and enjoyable experience during our staff meeting. Ngā mihi, Richard.

Sunflower Artwork : Chalk, Crayon and Dye

At our weekly staff meetings, our principal, Richard, has been leading engaging art sessions.  Drawing inspiration from Vincent van Gogh's iconic paintings and captivating images, we delved into the world of sunflowers, where we learned to create artworks using crayons, chalk, and dye.  Richard modelled how we might introduce this lesson to our own students.

To start, Richard displayed various sunflower paintings and images to immerse us in the intricacies of these flowers. We also incorporated reading tasks linked to Vincent van Gogh (VVG) to deepen our understanding of his artistic style and vision.  

To deepen our students' connection with sunflowers, Richard suggested buying fake sunflowers from a local shop, and allowing the kids to closely examine them. This hands-on experience would give them a chance to appreciate the delicate petals, explore the seeds, and even discover links between sunflowers and things like the oil they produce.

For the art process, Richard advised starting with sketching using coloured chalk, focusing on capturing the essence rather than intricate details. The kids could then use RETSOL crayons to colour in the leaves and stem with solid blocks of colour, experimenting with complementary colours for the background. Adding dye would create stunning black lines as the chalk absorbed the colour.

Ngā mihi Richard for our art lessons this term.

Vocabulary and Decoding - RPI

On Days 1-3 of the Manaiakalani Reading Practice Intensive we focussed on pillars 1 and 2: Planning for Ambitious Outcomes and Planning to Use Diverse Texts. Today we continued to focus on the second pillar, but with a more detailed analysis of Guided Reading. Regular and systematic Guided Reading offers particular benefits for teaching, observing and scaffolding learners to develop skills and strategies to better comprehend text with teacher support. 

Dorothy started off the session discussing the Manaiakalani Kaupapa and Shared Pedagogy, especially in relation to reading and addressing the reading achievement challenge. The Welcome to School language metrics showed that many children in the Tamaki area start school with a developmental language level of 3-4 years, highlighting the need for vocabulary enrichment opportunities. What is important is that there are lots of chances to improve vocabulary.

Vocabulary plays a vital role in reading, and it's important to provide robust instruction to develop strong word knowledge. One key aspect is assessing students' prior knowledge and identifying any gaps that need to be filled. By giving students words beforehand, we can gauge what they already know and what areas we need to focus on. It's important to help students understand vocabulary in context, as it allows them to see how words are used and their meanings in different contexts. Making target words visible is essential, as it enables students to see, say, and write the words to reinforce their understanding. 

One task we did today was the "Spotlight" Word Knowledge Organiser.  Currently, I write a list of vocabulary we need to understand before guided reading, and we discuss their meanings before we read.  As we read, we tick the words however many times they are read.  I plan to use the template linked in place of this.

What I found particularly interesting is that research shows that vocabulary knowledge accounts for a significant portion (80%) of the variation in reading comprehension scores. A learner's vocabulary serves as the strongest predictor of reading comprehension, and by Year 5, 70% of reading difficulties are related to vocabulary. 

Additionally, reading comprehension is closely linked to oral vocabulary skills. It's essential to incorporate pronunciation practice when introducing new words during guided reading sessions.  Currently, I often call out "I say, you say" to promote the pronunciation of new words to my akonga, but I definitely have room to become more explicit in teaching pronunciation.  Word knowledge develops incrementally through repeated encounters, and can allows us to foster high-quality literacy learning experiences.  My key work on for this can be summarised by these words : "Repetition without boring."

One of my key takeaways from the "Chalk 'n Talk" session with Naomi was : ALL students can benefit from high-quality vocabulary instruction. Words can be known to different levels of knowledge.  This was a good reminder to me that : although it is said 'learning to read' transitions into 'reading to learn' by the time a student gets to senior school, even students who have a large vocabulary repertoire can enrich their knowledge in ways that make it more accessible and productive.

The biggest learning I am excited to take away with me is what I learnt about vocabulary instruction, specifically how it is crucial to select and teach Tier 2 words, which are less frequent but have wide applicability across various contexts and are more academically oriented. These words, such as "hilarious," "endure," and "compare," have a powerful impact on verbal functioning and contribute to precision and sophistication in language use.  As learners are less likely to encounter Tier 2 words in everyday conversation, targeted teaching becomes essential.

Ngā mihi to the RPI team for today's session.  I have come away with an improved understanding of vocabulary and decoding and many ideas I am excited to implement in Term 3.

RPI Day 5 Homework

This blog post is a reflection on the homework tasks assigned during the Manaiakalani Reading Practice Intensive. Day 5 focused on planning a reading programme, and challenged us to adjust our timetables, implement engaging lessons, and seek feedback from our mentors. In this blog post, I will share my homework, the changes I made to my timetable and independent activities, the exciting 'Great Beginnings' lesson I observed and carried out, and the valuable feedback I received.

Adjusting My Timetable and Independent Activities:

One of the key tasks was to review our timetables and make necessary adjustments.  I discussed with my mentor ways I could better incorporate : read alouds, vocabulary work, and more purposeful follow up activities.  I now make sure to read aloud in every guided session even if it is just a page or two.  Something that has been working well that we have started doing, is using a smaller whiteboard to write down the key vocabulary that is in the group's text and guided reading doc.  When we come across the vocabulary in the text, the students need to tick the word.  This has helped them to make meaningful connections and I have seen the use of this vocabulary in other work.  In regards to follow up tasks, we were told to focus on high expectation independent activities.   I discussed with my mentor that I felt I had a habit of designing my follow up tasks almost "too specific" to the text, so I was unable to reuse them.   After reflecting on this, I created templates that I am able to use across any curriculum, and for any text.  This has helped the flow of lessons and class learning time.

Implementing a 'Great Beginnings' Lesson:

As part of the homework, I had the opportunity to observe Robyn conduct a 'Great Beginnings' lesson with one of my reading groups. My observation notes of this lesson are linked here. Robyn delivered a captivating lesson centred around exploring mood and atmosphere.  After observing Robyn teach this lesson, I then recorded myself carrying it out.  To scaffold their writing process, I provided a writing frame that guided their exploration of captivating opening lines. The lesson not only stimulated their creativity but also sharpened their awareness of the power of great beginnings in storytelling.  Here is a link to the lesson we worked through.  Here is a link to one of the student's published work (shared with permission.)

Seeking Feedback from my Mentor:

One thing I have learnt this year is that feedback plays a crucial role in our growth. To gain insights and improve my practice, I find conversations with my mentor to be very helpful. We discussed the changes I made to my timetable and independent activities, the 'Great Beginnings' lesson, and the overall impact on student learning. My mentor highlighted areas of strength and offering suggestions for further improvement. This process helps me to better support my students' progress.

Looking Ahead and Embracing Consistency:

As I reflect on my journey during the Manaiakalani RPI so far, I have realised that some changes are best implemented gradually. I reflected on how I feel like I have made many changes almost every second week to my reading programme.  The reason for this can be linked to my first year of teaching where I am trying to find my feet, aswell as being exposed to so many amazing resources that I want to make use of.   In considering the well-being and progress of my students, I have decided to maintain consistency in my teaching approach for the remainder of the term. 

What We Share - Cybersmart Facilitation

As a BT, I have the opportunity to observe a lesson on cyber safety and responsible online behaviour once a week.  This week I observed a lesson led by Matt Goodwin, which focused on the topic of public versus private information.  Here is a link to my Cybersmart page that is facilitated by Matt.

LI : To know the difference between public and private information on the internet.

The lesson began with a thought-provoking video that underscored the potential consequences of sharing personal information online. This captured my students' attention and set the stage for the lesson.

• Matt facilitated a whole-class discussion on the concept of a digital footprint, encouraging students to share their thoughts and insights. This discussion deepened their understanding of the long-lasting impact of online actions, something we also discussed in the previous lesson.
• Students were provided with a template to categorise personal information as either public or private. Matt guided them through the process, ensuring they understood the significance of each category.
• Matt provided individual support to students during the activity, encouraging critical thinking and assisting them in making informed decisions about the classification of personal information. This personalised approach fostered a sense of ownership and responsibility.

Students were prompted to reflect on their own online presence and evaluate the need for privacy.  Throughout the lesson, Matt emphasised the need to think before sharing information online and stressed the personal responsibility each student holds in maintaining their cyber safety.

Some key takeaways from this observation include:

• The significance of engaging students through multimedia resources to create meaningful connections.
• The power of whole-class discussions in fostering a deeper understanding of digital footprints and their implications.
• The effectiveness of providing students with a structured template to categorise information.
• The value of individual support and guidance to encourage critical thinking and responsible decision-making.
• The need for students to reflect on their own online presence and consider the impact of their actions.

Here is a link to the template the students were working on.

Ngā mihi Matt for your time and facilitation.

Mood and Atmosphere - Observation

This week I had the opportunity to observe my mentor teacher Robyn model a lesson.  The focus was on introducing mood and atmosphere using writing frames. She carried this lesson out with my target reading group. Robyn's deliberate acts of teaching provided great insight for me in regards to how I can effectively explore the mood and atmosphere of a story using structured writing frames. (Robyn is referred to as T or RA in my notes.)

T introduced the concepts of mood and atmosphere by providing clear definitions, ensuring that all students had a solid understanding of the terms.  She then prompted students to think of their favourite story and examples of mood and atmosphere within it.  To help the students grasp the concept of mood, T used the analogy of Red Riding Hood.  Students discussed Red's mood when she carried baskets of muffins and when she encountered the wolf.  By connecting a story the students were familiar with, T made the students realise that the author skill-fully conveyed the character's mood without explicitly stating it.  T encouraged the students to think beyond the explicit text and consider the more subtle cues that shape the mood.

T provided a writing frame and guided students through describing the mood and atmosphere using an image.  Students experimented with words and phrases, sharing their ideas and collaboratively building vocabulary.  The writing frame helped students focus on inferring and visualising details without relying on the picture alone.

T read aloud the collective writing, making adjustments based on students' suggestions.  She emphasised expressive reading to convey the desired mood and atmosphere.  Students actively listened and evaluated the created mood, leading to discussions and reflections on their interpretations.

Robyn's intentional teaching strategies fostered student engagement and comprehension in exploring mood and atmosphere. By using an image, writing frames, collaborative discussions, and quick reflections, students were able to analyse the text independently, inferring and visualising the intended mood and atmosphere. This approach empowered students to develop their descriptive writing skills and deepen their overall understanding of literature.  I am excited to implement these strategies with my own reading group.

Key takeaways : 

• Instead of overwhelming students with a list of words to memorise, Robyn encouraged students to discover new vocabulary through context and discussion.
• I most enjoyed how vocabulary development was integrated into the lesson using images and examples to reinforce word meanings.
• Students were encouraged to take risks in their writing, and were told not to worry about spelling which in turn placed even more emphasis on creative expression.
• By "gifting" vocabulary to the students, they were encouraged to explore more vocabulary using Word Hippo.

Ngā mihi Robyn for your lesson and your time.

Here is one of my student's blog posts from after the session (shared with permission.)

Manaiakalani Cluster TOD

The Manaiakalani Cluster Teacher Only Day last week, was a valuable opportunity for teachers and support staff in the Manaiakalani cluster to delve into cluster and school achievement data. Throughout the day, we explored research, shared effective practices, and discovered innovative ways to empower our learners through different 'create' tasks.

Investigating Cluster and School Achievement Data:

• One of the highlights of the day was the research reflection session, where we dived deep into our cluster and school achievement data.
• We analysed the EdPotential data, and discussed as schools what the variations in students' writing, maths and reading gains were.

  

Quality Learning Circles:

• Another engaging session was the Quality Learning Circles, where we met in groups of 6-8 people and shared effective practices that aligned with the new literacy and communication curriculum progress steps.
• We explored inference resources, discussed strategies to enhance understanding, and collaborated on developing creative approaches to meet our learners' needs.

Harnessing Creativity through Manaiakalani Create/Hanga:

• The session on creativity and its role in empowering learning very engaging.
• We learned about the power of creating and how it engages students in reading to learn and learning to read. 

Exploring the Potential of AI: An exciting part of the day was exploring the potential of AI in reading.

• I chose to attend the 'Create with AI' workshop that showcased AI tools and techniques we can use to foster creativity, such as : 
• stable animation
• text-to-animation
• AI applications like Stability.ai and Steve AI.

Additionally, we discussed the ethical considerations of AI and the importance of being mindful of age restrictions and using technology responsibly.

Note: This post is a summary of my personal highlights and does not encompass the entirety of the Teacher Only Day.

Teacher Inquiry - RPI Strategies

My teacher inquiry question for this year is : 

Will implementing the RPI strategies have an impact

on reading comprehension? 

This year I am a part of the Manaiakalani Reading Practice Intensive.  It made sense to me for my teacher inquiry question to relate to what I learn and take away from this course.  

When I began planning for my teacher inquiry question, I was first prompted to reflect on the my class' strengths and gaps according to their Term 1 test results and compare it to my own strengths as a teacher.  This was useful to consider which areas I may need to develop and strengthen in my teaching practice.  I chose reading as my area to focus on as it is a cluster and school wide focus to accelerate reading especially.  Here is a link to the document with my reflections that led to the selection of my teacher inquiry question.