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.