Emma's Teaching as Inquiry

8 & 9: Explain the hypotheses about teaching that you decided were MOST woth testing and why. Explain how you will test it and what evidence would support (or refute) that hypothesis.  Learner Agency:  I chose this hypothesis because I feel if learners are able to be agentic in their learning then they will be more entitled to drive their progress in literacy. I feel that when learners have a deep understanding of what they are learning and the appropriate tools to support the learning then they will be more successful.  How I will test this:  I have taken some pre videos of my learners student voice and I plan to do the same in term 3 and term 4 to measure the progress of the learners understanding of their learning.  During each reading and writing lesson, I will co-construct a success criteria with my learners and make sure that this is often referred back to throughout the learning. These success criteria will align with the Stonefield's learning ...

7. Describe the process for developing hypothesis (What you read, who you talked with)  Professional conversations:  - Jannie Van Hees- We are fortunate to have Jannie working a long side our school supporting our 2019 oral language project. We discussed the importance of learners giving detail in their speech. This needs to be modelled and encouraged in all areas of the school day.  - Team conversations - We are noticing that our learners are often giving 1 or 2 word responses to questions and very rarely volunteering information without prompting.  - Dianne Ley (RTLB) - As part of the oral language project, my team has had coaching with Dianne. We have discussed ways to incorporate oral language across all areas of the school day. We also have a focus on supporting ESOL learners.  - Naomi Toland - We have been discussing the development of the brain and where there could be barriers for some learners to make connections to learning. We have discussed usi...

*Develop a set of hypotheses about patterns in your teaching that could be changed to more effectively address the student learning focus. *Describe your process for developing hypotheses (what you read, who you talked with). Reflections: Am I giving my learners the opportunities to reflect on their learning? I noticed that my learners weren’t reflecting on their learning. They were unable to discuss whether they had been successful in their learning, what helped them with their learning and what they might be doing next. I have spoken with many teachers at Stonefield's about how the learner qualities could be used as a tool for reflection.  Agency: Are my learners able to discuss in detail about their learning and make decisions about that learning?  I asked my learners to tell me what their next steps were and they were unable to do so. I attended a literacy symposium where I learnt different strategies to gift learners the vocabulary they might need. We use S...

Karakia Reflection: Could I do a karakia each day with my learners? Manaiakalani - Ubiquitous Ubiquitous learning means that if we are not in the classroom for a day, we can leave great lessons for them digitally. Through ubiquitous learning, learners will be able to keep up their learning over the summer holidays. Manaiakalani have created a Summer Learning Journey Evidence shows that learners who were blogging over the summer (3 times a week) made 7 months progress in 6 weeks.  Ubiquitous carries the idea that learning takes places outside of the traditional school/classroom in the digital era.  Reminder: Digital is NOT just a tool - it is changing the lives of our learners.  OMGTech! We played this game using computational thinking. We had to get in order from where we were born New Zealand > England.  Reflection: We could use this in class for maths (height order, age, birthdays) etc  Robots: She has become...

Manaiakalani kaupapa: Empowered  Manaiakalani use the word empowered to describe developing agency in education. Dorothy discussed about how people in our low decile communities are disempowered because of many reasons such as low incomes, state houses, rubbish, health care and health costs, housing development in these areas, learners arrive at school with academic level of a 3 year old, low decile learners arrive at school hearing 32 million less words than low decile,  This means it is so important for us to empower our learners and teachers. Learners need 5+ a day back and forwards conversations a day.  Manaiakalani has empowered these communities by getting them WiFi as well as 1:1 devices for all learners. Devices/technology that has been delivered to the whanau has empowered and changed their lives. Eg online banking, YouTube to solve problems, doctors online, guest accounts on Google to empower whanau.  Google Classroom We do not use Google...

CBT (Cognitive Behavioural Therapy)  I am stoked to be working closely with a lovely colleague; Naomi who has done loads of research around neuroscience around how the brain affects our emotions and behaviour.  Our first session was about CBT: Fear, Anxiety, trauma, behaviour that challenges us. We came away with a lot of things to think about as well as a bank of helpful resources to support learners who might be struggling with anxiety.  Naomi discussed the idea that often our thoughts and feelings are built up to be a lot greater than they really are and often we need to capture the thought and then break it down with evidence for and against that thought. From that we can hopefully create a change in the way that we are feeling.  Here is a diagram/visual that could be useful to explain this (for ourselves, as well as learners).  Reflection: As teachers, we often find ourselves worrying and over thinking constantly. Could th...

Hapara Hapara is so useful. I can just log onto Hapara and I have access to my learners screens. Reflection: How am I using this to monitor the learning on the iPads? This might be easier for getting evidence onto Schooltalk. Manaiakalani and 1:1 devices With this mindset, Manaikalani decided to to go into partnership with whanau to purchase all learners iPads (juniors) and Chrome books (seniors). Three P's - the same as the Treaty of Waitangi. Chromebooks  It is important for us to understand what it feels like for our learners when using their devices. We did a digital dig on a Chromebook to learn the basics. This was interesting to realise how long it actually takes learners, as well as how their shortcuts and mouse trackers are quite different to my teacher Macbook. We did a digital dig on a Chromebook where we had to figure out all the shortcuts on a Chromebook. Reflection: Make sure I understand how the learners devices work before setting tasks. ...

Being connected If you want a friend, you have to be a friend - if we want to be connected to other teachers and schools, we need to connect with them.  Why sites and how?   Thinking about my school:   1:1 iPads  Learning is visible to teacher through Hapara dashboard Learners create on Explain Everything - this can be saved into Google drive but is quite difficult Schooltalk - gives learners and whanau their calendars, progressions and evidence  For learners to access planning, it is uploaded onto schooltalk - this can be uploaded as any Google application When creating a site, think about: What is the purpose? Who are the learners? How are they accessing it? What is the theme? Why are you using the site? Site tips:  3 clicks Reflection:  Can I use sites for planning?  Feedback for sites:  We had a look at everybody's class sites today. We had to complete a Google form to give feedback. The feedback form is very help...

The results from the Combi Tool: From the Combi Tool data, we noticed that the learners are not necessarily shy and they are willing to communicate with others. However, they lack the ability to articulate elaborated responses. I am thinking about whether they are given opportunities to build on their responses? Are elaborate responses modelled or scaffolded to them regularly? We also notice that learners require prompting when responding and their responses are rarely spontaneous. This makes me wonder about the culture of the hub? Do we allow learners time to think about responses? Are they given time to share these responses regularly? What feedback is given to them about conversations? Student voice: What did you learn about today? "I learnt how to stop and sound out words.” Answers show that learners do not have the dialogue to discuss what they have been learning about. They touch on the surface of the learning but it is not specific. Reflection: Could I gi...