Emma's Teaching as Inquiry

  Your hypotheses about the kinds of teaching that are most likely to shift student learning in the directions you have identified.

  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:...

  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. Our Schoolwide Teaching Learning and Assessment Cycle shows how we will Notice, Recognise and Respond to our target learners as we complete our inquiry. It shows how we will integrate the Learning Process into our inquiry.  The following doc outlines the nature and extent of the student challenge with evidence from assessment data. It goes into detail about hypotheses and the method we wish to trial:  Photos of evidence showing misconceptions and interventions taking place within our target group allow the ability to track progress over time and have tangible evidence.