Blog post #11: Shifts in teaching

 In my previous post, I discussed some areas that I wanted to inquire into and make changes to my learning design for writing. 

I am going to inquire into the following areas: 

- Topics - are they engaging? Relevant to Māori boys? 

- Vocabulary Building - where are the opportunities for this in my learning design? 

- Feedback - what have I learnt about this from lockdown? 

- Separate programmes - handwriting, phonics, spelling 

- Fitness - how could this be included in my learning design? 

- Learning pit - reflection opportunities before, during and after learning 


With these in mind, I designed learning to meet these needs. I observed a lot of excitement when this topic (Aotearoa 500 years ago) was first revealed and learners appeared to be engaged in the writing. We had a great session around vocabulary (adjectives) building and then lockdown happened....

This learning was continued during independent learning time in lockdown which some children completed and unfortunately some did not. 


Feedback from learners: 

W: 

"I found that writing tricky because it was hard for me to think of ideas" 


"I definitely go into the learning pit in writing and sometimes I ask for help" 


F: 

"I like writing about myself and NZ because I have lots of knowledge. I don't like writing about stuff I don't have knowledge about" 


"Yes I go into the learning pit in writing and I usually ask a buddy to help or try my best" 


"If I am stuck, I look in the yellow book or use a word card. My success criteria does not help. I look back at the slides and watch the videos" 


J: 

"I like writing about myself as the main character"


"I found the Aotearoa writing tricky because sometimes I find it hard to think of ideas to write about" 


"I like feedback on the slides because I prefer writing on my iPad" 


Reflection: 

Is gifting vocab during the planning stage helping ENOUGH with these learners are struggling to think of ideas? 

Could we use a well known story as a model to gift ideas and vocabulary? 

These learners appear to enjoy writing about themselves as the main character. 

These learners appreciate writing on slides rather than in their books. They also like to receive feedback in the comments in slides. 

How am I structuring my workshops to build the writing skills of these learners that is separate to the genre writing? 

These learners are comfortable talking about the learning pit. What other strategies could they use to help them when they get stuck? 









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