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.

Teacher Inquiry - Reflection 2

Term 3 has been full of learning and growth, not just for my students, but for me too. I’ve noticed some shifts in both my teaching and the way the students are approaching spelling and phonics.

Changes in My Teaching:
This term, I focused more on differentiating my lessons. Breaking the students into smaller groups meant I could give more tailored support to those who needed it most. I also started to use more gamified activities and made my lessons more dynamic to keep everyone engaged. The data tracking also helped me a lot – by checking their progress regularly, I could tweak my teaching on the spot if things weren’t working.

Changes in My Students:
I’ve seen so many improvements! Many of my students, especially the ones struggling early in the year, have gained confidence in identifying phonics patterns and applying them to their spelling. They now know more about vowel sounds and blends, which is awesome to see.

However, some of the students still slip back into old habits when they write independently, and I often need to remind them of the strategies we’ve worked on. But overall, there’s been a noticeable change in how they approach their work – they seem more confident and motivated.

What’s Next:
Looking ahead, I’m planning to keep working on the foundation we’ve built this term. I’ll make sure the students who still need more support get the time they need to consolidate their skills. I also need to balance the repetition with more variety to keep all the students challenged and engaged.

Equivalent Fractions - Class on Air Observation

This week, I observed Rebecca Henderson from St Francis of Assisi School teach a Year 7/8 maths lesson on equivalent fractions. I did this by accessing the Manaiakalani Class on Air website. The focus was on changing fractions to have the same denominator and applying this understanding to problem-solving tasks.

What I Liked :

• Direct Instruction: The class unpacked key terms such as numerator, denominator, and equivalence. Students practised finding a common denominator and changing fractions into equivalent fractions.
• Learn Task: Students worked through fraction problems, either individually or with a buddy, and used tools like Mathigon to represent their learning visually.
• Create Task: Students created videos using the Screencast app or Google Slides to explain their understanding, then shared their work on their blogs.

Students collaborated effectively, using clear mathematical vocabulary and explanations during discussions. By the end, they confidently identified common denominators and ordered fractions on a number line.

My Takeaways : 

• Visual tools like Mathigon help students grasp abstract concepts.
• Collaborative tasks encourage deeper understanding and effective communication.
• Including creative tasks like video-making boosts engagement.
• Managing classroom devices can be tricky but rewarding when done well.

This lesson showed me how to blend direct teaching with hands-on and creative activities to make maths lessons more engaging and interactive.

Thank you Rebecca for sharing your mahi for us to learn from!

Click here to see the Class on Air lesson I observed.

Teacher Inquiry - Reflection 1

These notes are in reference to my 2024 Teacher Inquiry which focuses on delivering The Code.

What I Did:

I planned lessons that catered to different student needs, balancing group activities and individual support. To make things more engaging, I used gamified activities for those already doing well in spelling. For the ones who needed more help, I provided extra practice time. I also kept track of their progress with spelling assessments to pinpoint where they needed more focus.

How the Students Responded:
The students generally responded well to the approach. The ones who needed more support really started to build confidence, especially when we focused on phonics and short/long vowels. For the more confident spellers, the gamified activities seemed to work, but there were moments where they got a little bored, especially with the repetition.

Some students still struggled with handwriting, and they were really focused on making everything perfect. This meant that sometimes, they'd get caught up in writing and not focus on spelling as much.

What Worked:

• The gamified activities were a hit with the stronger spellers.
• The consistent, repetitive lessons helped the lower learners feel more confident.
• Targeting phonological awareness gave students a clearer understanding of vowel sounds and consonant blends.

What Didn’t Work:

• The repetitive nature of some lessons caused a few students to disengage, especially those who were already stronger in spelling.
• Despite the lessons, some students still struggled to apply what they'd learned independently, especially without reminders.

What I Could Change:

• I’ll try shorter lessons and smaller groups to keep things fresh and engaging for everyone.
• I need to add more variety to lessons, especially for the higher learners, to stop them from getting bored.
• I could also link handwriting practice with spelling, especially for those still struggling with both.

Term 3 Goal 2024 - Goal and Reflection

My goal for Term 3 is to promote creativity and critical Thinking.

Why I'm Doing It:
I want to encourage my students to think critically and creatively because these skills are crucial for their future. Helping them explore new ideas and come up with their own solutions will not only develop their problem-solving abilities, but it will also give them confidence in their thinking.  This goal aligns with the Learn Create Share framework that Manaiakalani follows. Creativity also makes learning fun, and I want my students to feel excited about expressing themselves in different ways. This term, I’m focusing on creative projects that allow them to dive deep into their learning, while also challenging their thinking and pushing them to come up with fresh ideas.

What I Plan to Do:
This term, I’ll be focusing on hands-on projects that encourage students to think outside the box. One example will be creating animated videos based around themes like "respect," where they can get creative and apply critical thinking to develop their ideas. They’ll also practice presenting their ideas in engaging ways, using persuasive language to get their message across. During these projects, we’ll have brainstorming sessions to help students work through their ideas and explore new ways of thinking. I’ll be guiding them through the process of analysing information, making decisions, and refining their ideas until they’re ready to present their finished work.

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.

Teacher Inquiry Causal Chain 2024

When designing my intervention for improving spelling and phonological awareness, I needed to think carefully about my end goal and work backwards to ensure each step contributed to this. Here's the causal chain I’ve created for my intervention:

Term 2 2024 - Goal

 Term 2 Goal: Improve Student Writing Across the Curriculum

This term, my focus is on improving my students' writing across all subjects. Writing is such an important skill for Year 6 students, and I want them to feel confident expressing their ideas clearly and effectively, no matter the subject.

To achieve this, I plan to integrate more structured writing activities into different areas of the curriculum. For example, students will write recounts in science, persuasive pieces in social studies, and reflections during inquiry learning. I’ll be using shared and guided writing to model the writing process and show students how to plan, draft, and edit their work step-by-step.

Feedback is another big focus this term. I’ll provide targeted feedback to help students improve specific areas of their writing, while also introducing peer feedback so they can support and learn from each other. My hope is that by the end of the term, they’ll see writing as not just a task, but a way to share their voice and ideas confidently across all areas of their learning.

Class on Air Observation

Class on Air Observation Notes

This week, I observed Kelsey from Pt England School teach a Year 5-6 reading lesson through Manaiakalani's Class on Air. The focus was on the text Journey on the Sea, with an emphasis on water safety and understanding the author’s purpose.

Lesson Highlights

• Before Reading: The class brainstormed water safety ideas after watching a video, connecting these to prior swimming lessons.
• Guided Reading: Students used Chromebooks to read the text, answer questions, and infer meaning.
• After Reading: They worked in groups to review the text, create water safety GIFs, and share their work on blogs.

The lesson connected to real-life experiences, making it engaging and meaningful. Students built on prior learning about the author’s purpose, and even quieter students felt encouraged to participate. Kelsey shared in her reflection that using Chromebooks instead of journals was a distraction for some students—a challenge I can relate to in my own teaching.

Takeaways : 

• Real-life connections keep students engaged.
• Being flexible is key when things don’t go to plan.
• Encouraging quiet students builds their confidence.
• Devices are great but need careful management to minimise distractions.

This lesson inspired me to use creative tasks and real-world links in my teaching while staying mindful of potential distractions.

If you would like to watch the Class on Air Lesson I have written about, click here.

Thank you Kelsey for sharing your mahi for us to learn from!

Pause Breathe Smile

I’ve recently completed the Pause Breathe Smile (PBS) mindfulness programme, and it has been an great experience. Through the six lessons, I gained new tools for calmness, focus, and self-awareness. These lessons have not only helped me personally but also boosted my confidence in leading mindfulness practices with my class.

Pause Breathe Smile is rooted in New Zealand’s identity and is deeply connected to Te Whare Tapa Whā, a Māori model of wellbeing. This has made the programme even more meaningful, as it ties in with Aotearoa’s culture and can be used in both mainstream and Māori immersion classrooms. Since 2015, PBS has been developed with experts to create resources in te reo Māori, including updated handbooks, audio guides, and videos for mindfulness exercises.

What I Learned :

The PBS programme consists of six lessons, each designed to build mindfulness and awareness. Each lesson begins and ends with a karakia (prayer) to help centre the mind. After completing the lessons, I feel more confident in applying mindfulness in my own life and teaching it to my students.

1. Lesson 1: Introduction to Mindfulness
   The first lesson taught me the basics of mindfulness and the importance of mindful breathing. It introduced me to the first foundation of mindfulness—awareness of my body.

2. Lesson 2: Finding Calm with Breath and Body Awareness
   This lesson helped me understand how to use my breath to activate calmness in my body. It deepened my awareness of how my body responds to stress and how to calm it.

3. Lesson 3: Gratitude and Beginner’s Mind
   I learned how practising gratitude can support mindfulness and how to adopt a “Beginner’s Mind,” which means staying open, curious, and non-judgmental.

4. Lesson 4: Awareness of Feelings
   This lesson taught me how to be more aware of my emotions and how to stay present, even when I feel upset or distracted. It helped me develop better emotional regulation.

5. Lesson 5: Understanding and Regulating Emotions
   In this lesson, I learned how to better understand my emotions and moods and how to use mindfulness to self-regulate and stay calm in difficult situations.

6. Lesson 6: Loving-Kindness and Awareness of Thoughts
   The final lesson introduced loving-kindness and the power of being compassionate towards myself and others. I also learned how to become more aware of my thoughts and how to manage negative thinking.

Completing these six lessons has given me the tools and knowledge I need to confidently teach Pause Breathe Smile to my students. I now feel ready to lead mindfulness exercises in the classroom and help my students develop the same calmness, focus, and emotional awareness that I have gained. By completing the course myself, I have a deeper understanding of the practices, which makes me feel confident in guiding my class through them.

As I continue with my own mindfulness practice, I’ll keep using the guided exercises available from the course. I look forward to sharing them with my students so they can benefit too.  I’m excited to see how it can support their wellbeing and growth.

Thank you to the Pause Breathe Smile for the time you took to teach myself and the other teachers.

2024 Teacher Inquiry Question

At the start of this year, I decided to focus my inquiry on improving spelling and phonological awareness in my Year 6 class. My goal is to explore how embedding The Code into my practice can increase students' word knowledge, particularly for those who are at risk or working below expected levels.

My inquiry question is:
"How can embedding The Code in my practice help increase students' spelling and phonological awareness, particularly for those who are below expected levels or at risk?" My teacher inquiry question links to Manaiakalani goals of: improving teacher practice, and making 1.5 Years progress inside a year.

I chose this focus because spelling and phonological awareness are foundational to literacy development. Many of my students, particularly those who speak English as a second language or face other challenges, need additional support in these areas. By improving their understanding of sounds and word structures, I hope to help them become more confident and competent in both their reading and writing.

To begin this inquiry, I have collected data on my students' spelling progress, which includes their spelling test scores as well as additional details such as their age, ethnicity, and student feedback (student voice). Below is a summary table of this data for my target group:

This inquiry is already reinforcing the importance of revisiting essential skills that may not always be fully developed by the time students reach senior school. It's clear that reinforcing these foundational concepts will benefit all learners, particularly those with gaps in their phonological awareness and spelling.

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. 

Term 1 2024 Goal & Reflection

My Term 1 Goal: Strengthen Class Connections – Build a positive and inclusive classroom culture by fostering strong relationships with students, encouraging teamwork, and setting clear expectations for behaviour and learning.

Why : As we begin the school year, it's important to me to build a foundation of trust and community within my classroom. Strong connections among students first of all create a safe and supportive learning environment, which is probably the most successful thing I could achieve as a teacher.  It also encourages collaboration, and boosts engagement and academic success. I want each student to feel valued, heard, and part of a team, where they can express themselves without fear of judgment.

What I Plan to Do: To achieve this, I am planning to begin the term with team-building activities that help the students get to know each other better.  We are also quite blessed in that this will be our second year together as a class as well as with me as their teacher - so I have an advantage in that I know a lot about my students already.  We will do low stakes icebreakers, group games, and share personal stories to help everyone find common ground. I will also introduce clear and consistent classroom expectations around respect, responsibility, and kindness. As the term progresses, I hope to remember to continue to reinforce these values through daily interactions and class discussions, making sure students know they have a voice in shaping our learning space.

EDITED WEEK 10 TERM 1 2024*

Reflecting on my Term 1 goal of strengthening class connections, I’m really happy with how things have gone. The students are more confident in sharing their ideas and have started seeing learning as something fun rather than something they have to do. It’s great to see them working with classmates they wouldn’t normally choose, which shows they’re starting to connect more with everyone.

Our reward system has also worked well since we switched from individual rewards to group-based ones. The table groups are more motivated, and they’re really putting in more effort. The class voting on rewards has helped them feel more involved and invested in the process. Also, the allocated seating has been better for focus and has helped students work with different people.

Overall, I’m happy with the progress we’ve made in building a positive and supportive classroom environment. I’m looking forward to seeing how these connections grow in the next term.

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!