#5 Describe tools/measures/approaches you plan to use

5.  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.

  • Learner voice T1 and T4 - this will give us an idea of what thinking skills the learners think help them with their reading. For this measure, we are interested in finding out whether they know which thinking skills to help them decode unknown words as well as their comprehension of texts they read.  
  • Structured Literacy Assessment - For structured literacy, we are using the Little Learners Love Literacy assessment tool. We will assess the learners every 5-8 weeks to see if they are making shift
  • Running record data - T1, T2, T3 and T4 - with the support of our amazing PLD facilitator, Jenny Thompson, we have discussed using running records as more of a formative assessment during our reading sessions with our target learners. During our term 1 data collection we are trying to identify where their needs are based on Meaning, Structure and Visual (MSV).  
  • Video of teaching - T1 and T2 - We are so lucky to have Jenny Thompson working with us to make changes to our practise in reading. We will video ourselves teaching a reading lesson and then analyse it with Jenny.  
  • Planning - As our reading planning will change over the course of the year, this will be a tool to use how our teaching has changed. I wonder if we might like to get learner voice about the changes that we make throughout the year. 
  • Wellbeing T1 and T4 - we want to use the Stonefields Te Whare Tapa Wha assessment tool to track the wellbeing of our target learners.

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