Emma's Teaching as Inquiry

Share three pieces of academic or professional reading and explain how they and other sources helped you form hypotheses about aspects of teaching that might contribute to current patterns of learning. Reading #1:  Claudia L. Keh “Feedback in the Writing Process: A model and methods for Implementation.  Feedback is a fundamental element of a process approach to writing. It can be defined as input from a reader to a writer with the effect of providing information to the writer for revision. In other words, it is the comments, questions, and suggestions a reader gives a writer to produce ‘reader-based prose’ (Flower, 1979) Through feedback, the writer learns where he or she has misled or confused the reader by not supplying enough information, illogical organization, lack of development of ideas, or something like inappropriate word-choice or tense.  She discusses the benefits of 3 types of feedback:  Peer feedback Conferencing  Written feedback  My take away...

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. Learner voice: I will use the learner voice survey at at least 3 points of the year so I can compare how the learners are tracking. I hope to add in a question about how they are giving and receiving feedback and whether this helps them to understand the next steps or not.  Gap analysis: this will be an ongoing assessment tool throughout the year. As the learners and I upload evidence to Schooltalk, this will build a rich picture of how the learners are making progress in each goal.  Writing samples: Similar to Schooltalk, I will regularly be monitoring the progress of my target learners through their writing books and writing samples.  Easttle: This will be used as a beginning and end compare and contrast tool.

Share your findings about the nature and extent of the student challenge. Make sure it is clear what evidence from your inquiry supports each finding. Evidence  Findings  Hypothesis  Learner voice  Low assessment capabilities  Do not understand the purpose for writing  Do not understand next steps  If I offer regular opportunities for feedback , will they be more assessment capable?  If I find opportunities for learners to write on a range of meaningful, authentic and purposeful writing topics , will they have more to say/write about?  Gap analysis and writing samples  Low assessment capabilities  Areas with the most gaps are vocab, sentence structure, spelling, writing legibility, punctuation  If I explicitly teach learners spelling patterns and develop a structured spelling programme , will these gaps close?  If I explicitly teach handwriting and have this as a separate learning programme to literacy, will this remove ...