#8 Describe your process for developing hypotheses (what you read, who you talked with). Explain the hypotheses about teaching that you decided were MOST worth testing, and why.
As part of my research I looked into the NZ Curriculum as I thought this would be a good place to start as it runs through schools across the country and this means it will give me insights into expectations and hopefully give me a common understanding of where teachers across New Zealand are planning from.
The 6 Reading Strategies that my tool focuses on are:
- Questioning / Clarifying
- Making Connections
From reading through the Curriculum it is clear that these elements come up across the different levels which supports the need for my tool.
Another area of my research I feel supports my tool is the Key Competencies. Within my tool learners will be developing their ability to drive their own learning by practising things such as:
- Reflecting on their goals and next steps (Managing self & Thinking )
- Collaborating with other learners and giving feedback (Relating to others)
- Choosing which activities will support their learning (Using language, symbols and texts)
- Challenge themselves to take control of their learning and work with the teacher and others in the group to develop their reading strategies within small group workshops as well as independently (Participating and contributing)
As well as the curriculum research, a big part of my tool will rely on intentional teaching where teachers will set up their lessons to have workshops with the learners. It will begin with the teacher modelling this approach where the learners will eventually be able to have conversations supported by their new vocabulary to learn with and from one another and give each other feedback.
I feel this is a big differentiation in my tool that I have not seen in other tools. Although Reciprocal Teaching is not a new approach, no other tool that i have found supports the learners with independent tasks that the learners can complete to practise the reading strategies when they are not working with an adult in the workshop.
Based on the feedback from KPMG and my further research I am excited to finish my site in the next two weeks so I have a working prototype that I can use with the learners and get feedback to continue to refine. Continuing to grow my understanding of what a shared language could look like in Reading - Is it possible? Let's see.....
#7 Develop a set of hypotheses about patterns in your teaching that could be changed to more effectively address the student learning focus.
I spent the last few days reflecting on my journey so far and all the twists and turns it has taken - heavily influenced by the feedback from the MIT Team. I was really excited to share my progress so far and get next steps.
This visual was for others but mainly for myself as one our mentors, Anne Sinclair, reminds me often. My brain likes to think big and I have spent this year practising refining my thinking and putting plans in place to keep myself accountable for all my different roles.
My journey so far has been constantly refining my ideas and now I have a tool that I have created that I have been getting feedback from teachers about.
The feedback from my day at KPMG was:
- Where am I getting my shared language from? Is it transferable to other schools?
- Am I going to big? Should I focus on certain areas within the reading levels and then grow it as I get a better understanding of what goes into one level?
- How do I summarise my tool in a few words as well as explaining the whole journey?
As a person who likes to think big picture I really do value this feedback as it supports with my thinking and it keeps me thinking about how I can funnel my thinking to ensure I am holding myself accountable for the outcome that is sharable with others.
My Next Steps:
- Collate all my research so far and create a blog post making links to the Curriculum Doc and other areas to make sure my tool is relatable to other teachers/schools
- Focus on Senior School Reading Levels (Purple, Gold, 8.5-9.5 and 9.5 - 10.5) and make links to the Key Competencies as critical thinking and collaboration what I feel differentiates my tool from others.
- My summary is 'My tool has a shared language that allows learners to drive their own learning and promotes intentional teaching for reading strategies.'
Watch this space....
#4. Describe the tools/measures/approaches you plan to use to get a more detailed and accurate profile of students’ learning in relation to that challenge. Justify why you chose these approaches and tools.
So since attending EdTech I had so many amazing takeaways and it really did spark a lot of my adjustments to my outcome. I have almost finished a prototype that I will be trialing in week 2 of Term Three that brings together all of the different elements I have been researching in my CoL inquiry as well as exploring in my lessons. The problem I have been working on since the start of the year is:
'A number of our learners do not make National Expected Shift in Literacy'
This is the learner portal starting point. I have been keeping many things in mind from my learning as I have been going on the journey - Eg what takeaways can I take from reciprocal reading strategies that allow learners to develop ownership and agency over their learning? I have also been thinking about my Digital Fluency immersion where we were told to try to limit the site to three clicks before the learner has to take action.
A big noticing I have got from my inquiry and from our CoL meetings has been - how can we make more shift in all three areas Reading, Writing and Maths. So although I am starting with reading elements I have been building an awareness in the learners as well as myself to be connections between reading comprehension and Maths word problems. What strategies work in both?? And by colour coding the steps and intentions I intend on using this page to get the learners more aware of their strengths as well as growing their ownership over their next steps.
The final part of my reflection links again back to my DFI course where we were looking at multimodal engagement for the learners and so I have initially got tasks on the learners page where they can develop the different intentions in a way they feel suits them best - this is only a start and I hope as I implement this I will see a growth in the elements available through student voice.
BIG THOUGHT AND NEXT STEP!!!!
A big part of my site will be the teacher/adult/parent portal where I will need to create expectations and set up videos required for this site to work as it is really important to implement structures and systems to help the learners take ownership of this site. Excited to see where it goes!!!
Walking on cloud nine! As if this trip couldn't get any better - it did. We were so lucky to be taken around and explored Google HQ in Sydney as well as see the amazing sight the beautiful location has to offer with our fun, caring group!!
My biggest takeaway was that during lunch time (which was unreal) I noticed that everyone, I mean everyone was talking and engaging with each other and not one phone in sight. Honestly I think I saw maybe one or two phones on any of the tables. Why is this important I hear you ask, well I think it is so cool to see a big digital company that has staff that collaborate and talk with each other with minimal distraction from human connection. It made me reflect - How do they promote this? Is it intentional? Does it just happen as a result of the culture and intentional environments?? I am so excited to have follow up conversations to find out!!
Another inspiring problem solver and innovator - Jim Sill. If you need any tips about movie making and Film this is the site for you. It could not have come at a better time as I am preparing for the Manaiakalani Film Festival and looking into ways I can support teachers with the development of their movies.
This session had so many top tip takeaways as I was able to see what a great intro to a movie needs. Take a look at the many resources on his website to find out more!!
Introduction to a movie (robber trying to steal gems and jewels from the school):
1. Wide shot - set the scene eg have stand outside of the school and record the entrance to make it clear it is a school by including the name
2. Close up shot - show the main character eg show robber creeping around the school possibly climbing up the wall
3. Close up shot - show their face/ main characteristic of them eg show they are wearing a mask
4. Extreme Close up - show the prize/main event/problem/finish line - show what the character is trying to overcome/achieve/struggle with eg show the jewellery/ gems
# 6 Write up 1-2 as separate posts on your blog prior to our next session.
Wow!! What an amazing start to the conference, it was so amazing to be able to share my journey so far and connect with other educators in a different country who are grappling with the same challenges!!
Some of the #TopTipTakeaways from this session were:
- Even when you want to help everyone else, think about how it is impacting you
- Sleep, sleep, sleep
- Have fun!
- Enjoy your time off - when you get it haha
People were also really excited about using memes in the classoom. Here is the website I used for this workshop but you can find one that suits you and use it in the classroom as a fun starter activity to build oral language and note taking!
#3. Explain why you judge this to be the most important and catalytic issue of learning for this group of learners this year (In chemistry, a catalytic substance one which increases the speed of a chemical reaction)
Problem: A number of learners do not make National expected shift in Literacy
Session 1: Who am I doing it for? Catalyst
What do the learners need?
How do you know that?
Data I have already collected (Whanau voice, Manaiakalani, Stonefields, Agency Tool)
Positive, thoughtful, helpful
Catalyst Game Tracker
Reflection 1: What is the data this year showing? Progress is a completely different thing from achievement.
I need to go back to the data to get my pre data which links to the CoL where Aaron has mentioned that we need to ensure we have our pre data so that we can get information to ignite our problem.
Pre Data - Whanau engagement
Feedback on my tool….
Good thinking for two window portal as it allows my learning to be separate from the instructions. How do I make the teacher portal accessible for parents?
There is a lot of notes and vocabulary which is needed but how do we make it accessible for all learners? How can I make voice buttons? How can I get student voice?
I have created a bank which is needed but how do I allow learners to create their own banks as well? Could this link to the multimodal approach?
I need to think about Learn Create Share in my practise when creating this.
Session 2: Who is in your team?My echo chamber:
Reflection 3: Who do I need to connect with next? Who can I work with to challenge my thinking rather than support? Who is my new lense person? - Get links from last year MIT course. I need to connect with Kate de Groot to think about how we can grow the use for whanau? How do I get people linking in other schools that give secondary voice?
Session 3: Ed Tech eg Gerhard 90 minutes - how will they create as well as listening to you?Get your participants active. What are the prompts you have put in place to avoid hiccups. How am I making the session obvious?
You are presenting to people not from NZ - how do you explain what you mean in a neutral way? ‘Our day to day’ How do they structure their year groups?
Make a really good mix of the practical with the good ideas and research
Will it be do then talk about then create? What will the hook be?
Less is more on the slides - how can you make it rewindable? Remember your slides are not presenting your slides you are!
Emma and I crossed the finish line together. We were really happy that we have passed our 3 hour exam!! Here is a link to my reflections on my Blogger platform as part of the DFI course.
#5 Begin to collect evidence and data and come to the next session ready to share your preliminary findings about the nature and extent of the student challenge i.e. using your baseline student data and evidence
The first part of the session was really great to add more voice to my hunch of creating a bank of shared language for reading comprehension. Here are some of my reflections for the session;
- Same language - Uniformative - year 4 acceleration trend? Could it be that we are taking away a device ceiling on the beginning of year data. language of instruction in year 4.
- What would the key moves be in Reading? - could this link to the MIT outcome?
- Lack of experience may impact on the vocabulary? Common language. Dorothy made me think about what could be the common practise for reading is it needed? PCK & TPCK (Technological Pedalogical Content Knowledge) How could I use this thinking to add to my digital toll by making connections between how can we use digital to enhance reading? How do we create an area for reading? (doc open voice typing 'how many words are you able to read in 10 mins' to grow reading mileage)
- How do you make links between comprehension and digital - what is the difference between the tests we give and what happens in lesson?
What are the measures that would show up as strengths and next steps?
If we are getting them faster than norm - if we are getting everyone moving fast than 'norm' then what will the norm be?
How can I create the whanau engagement to show accelerated progress?? - This links to blogs! Building genuine relationships, increase the mana, build information #SFSparentvoice #SFSteachervoice #SFSLearnervoice I will need to create a way to get parent voice eg a form to get the first data point.
Podcast - blowing own trumpets and connecting with other teachers 'getting on with it alone'
Is there a change of the teaching or a change of the expectation of the learners? 'lazy thinkers who have to do the thinking and remove the scaffolds.'
HOW TO MEASURE ENGAGEMENT AS AN OUTCOME? I have recorded my engagement and student voice and Agency Survey. How can I use this to create storied evidence?
#Positive Posting!! Building learner voice through Social Media. How can you create our tweets? #SFSLearnervoice #SFSParentvoice #SFSTeachervoice
I have been thinking of ways to build whānau engagement as well as learner voice. As part of the DFI course I have been thinking about ways I can create a purposeful audience for my learners where they can create to share as well as create to learn. It has been so great to see our learners creating their own reflections of how they are using our Stonefield's values and agency capabilities to create their own tweets!!
As part of the MIT and CoL process I have been thinking about how I can gift vocabulary so I created prompts for them to build language around our values, agency capabilities and tweeting to begin with and this has been really helpful for their motivations to writing as well as reading.
Although we do not know what the future holds I feel we have to attempt to understand what qualities and skills will be needed/desired to be successful adults: creative, risk takers who can self regulate and adapt to a changing environment (with confidence or resilience?). - That's my thoughts anyways. Helping children to accept and understand what ‘comfortable with being uncomfortable so you are prepared for anything’ means.