TAI post #7: Process of developing my hypothesis

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 using a variety of visuals and tools to support learners in reading.

 Research: 
- Jannie Van Hees website
- Nathan Wallis workshops on engaging the brain 
- The Oral Language Book - Sheena Cameron and Louise Dempsey 
- Oral Language Competence 
- Effective Literacy Practice years 1-4

Image result for the oral language book

Comments

Post a Comment

Popular posts from this blog

TAI post 5: My preliminary findings

Image
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...
Read more

Empathetic Educators: Session 1 on CBT

Image
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...
Read more

#8 How the data will be used as baseline data at the end of the year

Image
  Explain how some of the data you have used to build a profile of the students’ learning will be used as baseline data at the end of the year. As you can see in post #4,  we have collected formative assessment data from Running Records, Little Learners Love Literacy and Liz Kane's 'The Code' spelling tests to gather baseline evidence for where our target learners are sitting at the beginning of the year. We will use these assessments throughout the year and will monitor their progress. If we notice that there has been no shift in the data at the middle of this inquiry, we will revaulate.  We have also decided to monitor the wellbeing of these learners. Stonefield's has developed a Wellbeing Assessment Tool called Te Whare Tapa Wha. We will use this to monitor the wellbeing of learners at the beginning of the year and the end.  We are also able to track their wellbeing progressions through Schooltalk. Below is a snapshop of target learners wellbeing gap analysis:...
Read more