Emma's Teaching as Inquiry

  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.

  Describe how you will keep a record of each of the above in a manageable way (‘cos you won’t otherwise remember all your many micro-decisions and why you made them) We will continue to add data to the above charts for each target learner. Those that are making accelerated progress will continue in Jess’s intervention group and those that are making less progress will repeat lessons with Emma.  Each week the learners complete a word work activity in their Structured Literacy books based on that weeks learning outcome. We use this as evidence of whether they can independently achieve the learning outcome. 

  Identify informal & formal ways you are monitoring the effects of your changed practices/intervention on learner outcomes.  Explain the reflections and tweaks you are making along the way (Don’t wait to the end of your inquiry cycle and find it didn’t work) We are regularly testing our target learners on their progress. We are using Running Records, spelling tests from Liz Kane’s ‘The Code and the structured literacy assessment from Little Learners Love Literacy.  Through these formal assessments and informal observations in the target interventions, we have decided to split the group into 2 where some learners will continue with the iDeal Scope and Sequence and some learners will repeat the lessons. We will continue to monitor these as we go.

  Describe how you will collect information about the implementation of your changed practices/intervention (so it is clear what you doing differently) Observe each other teaching Structured Literacy - student engagement, structured approach and how it is different to previous guided reading sessions Student voice  Feedback from whānau  Mid way check in - structured literacy data T2, Learner voice T3, Running records t2, Liz Kane spelling results  Outside person asking our learners prompting questions

  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?

  # 3 Chat with Gina (Year ¾ Associate Principal) Progressions of hauora on ST and see where they are at in those progressions.  Agency tool (well-being) and Te Whare Tapa Wha tool.  Present data- holistic approach. Measure well-being and the impact.  Is it achievable to connect the two- well-being and achievement tool.  Measure it again by the end of the term to see the shift.  Gathering data- baseline at beginning of term 1, data set at the end of the term. Hauora indicators that reflects our concept.  Writing pieces in term one is evidence.  Use the learning process to co-construct strategies, identify the 3 main ideas. Talk about the thinking skill and the definition. Connect to prior knowledge (what I know), practise etc.  Unpacking thinking skills in LP and weave in to the different tools and strategies.  Explicit teaching Data… COVID dip? Year 2s in reading- acceleration in reading online.  2 target groups: one ESOL and one S...

#1 Summarise the challenge of student learning you plan to focus on in this inquiry. Be as clear and specific as you can about the evidence you have about this to date.  This year has started off so well! Our learners have settled in to their new hub and my amazing hub mate Jess and I have set up great routines in the hub. We feel very fortunate to have a group of children who are keen to dive straight into the learning.  We have identified that literacy learning is a need in our hub. We have 12 learners who are working below where they should be for reading. We have learners working within red, yellow, blue, green and orange levels of the colour wheel. We have identified that the learners in these groups are either ESOL learners or are on our Student Support register.  We have decided to focus on ‘Improve the achievement of students with additional needs in the learning areas of English/key competency using language symbols and texts’ Reading Data - Term 1 2022   Re...

   Target group T1 T2 T4 OTJ Spelling Vocabulary Target learner 1 1P 1P 2P Y1 - Y2 2P Target learner 2 1B 1A 2P Y1 - Y2   Target learner 3 1B 1P 1P Y1 - Y2   Target learner 4 1P 2P 2P Y2 - Y3 2P Target learner 5  1A 1A 2P Y1 - Y3 2P Target learner 6  2P 1A 2A Y1 - Y2 2A Target learner 7 1B 1P 1A Y1 - Y2 1A As you can see in this table, all learners have made progress in their writing since term 1. However, the two highlighted in orange did not make any progress from term 2, to term 4. It is important to note that these 2 learners had low online attendance and one of these learners never returned to school in term 4.  Spelling:  I was pleased to observe in the learners writing books that all learners had made progress in spelling. Some feedback from parents in our Digital Learning Converstaions in term 4 was that they appreciated having the spelling notebooks and spelling rules coming home as it was something they could support with. I will definit...

  Monitoring my inquiry:  There are many ways that I plan to monitor the progress of my intervention:  As spelling, handwriting and phonics are taught in isolation, I will need to be checking the writing books to see if the learning is transferring into the independent writing. It will be good to compare with writing from the beginning of the year and middle and end.  The success criteria will be a great tool for measuring achievement. I will be able to see if they are noticing what they are including in their writing.  I will monitor the assessment capabilities of my learners by seeing if they are able to use their success criteria to identify which skills workshop they need to sign up for.  Reflection:  After some thinking and conversations with many colleagues about the success criteria, I have reconsidered how I use it... As a year ¾ team, we have developed a list of writing codes that the learners can use in their writing. The idea behind this is ...