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 ...
Today was so much fun. We focused on the Create aspect of the Manaikalani Learn Create Share and I learned so many new tricks to get creative with my learners as well as how to use Google tools creatively as a resource for my teaching. Create Children from the day they are born love to create! But somewhere along the way, it gets knocked out of them. Sir Ken Robinson - advocates for creativity in schools. Interview about beliefs on creativity in schools. Employers need and want people who are creative! How could I use the create aspect for literacy - in particular Oral Language? Slides to Create Digital technologies are such a hook for our young people. With the removal of paper and pen writing results has improved!! Children can now focus on being creative writers. However how can we use technology to empower creativity in reading and maths? Do we have time for learners to learn, create and share throughout every d...
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...
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