#14 Causal Chain

 Restate your inquiry question and your theory of action/chain of events (so you keep your eyes on the prize)

To what extent does explicitly teaching of the Learning Process thinking skills impact learners shifts/achievement in Reading?



Comments

Post a Comment

Popular posts from this blog

#20 Summarise evidence about key shifts in the problem of student learning.

Image
  Summarise evidence about key shifts in the problem of student learning. Evaluating shifts in student achievement At the beginning of the year my target group of students’ on average had an average of more than 1 year behind. This was below- well below the norm. At the end of the year my students’ on average had a score of 6-9 months behind which is still below but with accelerated shift. On average, my inquiry students gained 60 weeks of accelerated shift in 32 weeks (a year and a half of accelerated shift in 9 months) whereas students in the normal range made a “normal” 53 week progress shift. Overall I conclude that my target students’ progress was more than expected progress.
Read more

#21 Overall evaluation

Image
Write an overall evaluation of your intervention in terms of the causal chain you had theorised. i.e. To what extent was the intervention successful in changing factors such as teaching? To what extent were those changes in teaching effective in changing patterns of student learning? This intervention has been successful in both changing factors in teaching and improving the progress of student support learners in literacy.  Changes to learners progress:  We recognised a HUGE problem, that year 3 and 4 learners were coming into our hubs without any skills to decode unknown words. The progressions we were designing our learning from throughout the school had a focus on the following skills: Name the parts of a book (front, back, spine, title) Explain the difference, and can give examples of, a letter, a word and a sentence Look for the difference between small letters and capital letters Show where to begin reading Read from left to right, starting at the top to the bottom of a...
Read more

#18 Describing and Explaining the changes/tweaks you have made in your practice along the way.

Image
What evidence do you have about what you did differently?   We used to think that students learning was what needed to be changed; that when students did not understand, they had to read a lower level or we had to teach a lower strategy. We would continue to teach them the only way we knew how.  We had an opportunity and thought... perhaps we need to change how we  teach them...perhaps it's our own teacher practice that needs changing.  We decided that learning needed to be more engaging. We took into consideration the recent research on structured literacy and took bits and pieces of the research to create our own new programme. It was engaging and hands on. Our new programme included parts of structured literacy (phonics based approach) and repetition of key rules for reading. Learners finally experienced success in their reading!  T he effects of your changed practices/intervention: The data shows shift in ALL of our target learners. Some learners are now abl...
Read more