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.