New data = A new focus group and a new focus question

As seen in the slide deck above, I have recently completed reading testing with my class. Upon analysing data, I realised that I needed to change my inquiry focus as well as my focus group. The paragraph in the slide deck explains the reason behind these changes.

My new question for this term is 'how do I lift achievement in comprehension for students reading above ten years?'

During our collaborative inquiry meeting, my inquiry group gave me some suggestions. A couple of people said that I should focus on teaching my Hulk and Wonderwoman reading groups new vocabulary. The more vocabulary that students have, the more that they will understand difficult texts. I looked at the reading tests again, and I saw that the comprehension questions that students struggled with were mostly the ones that included difficult vocabulary. So, this term, I will be focussing on gifting and discussing new vocabulary with these two groups.

Inquiry reflection term 1

This year my goal is to make reading follow up tasks more creative for all levels. I have realised that by setting typical question and answer activities for every book, students don't learn as much new vocabulary, do rich word work and aren't very engaged in their learning because the same type of comprehension activities get boring after a while. I'm not saying that working on comprehension is not important, I just need to mix it up and be more creative.

I aim to make learning experiences more hands on for all learners - especially for my groups that are reading between 6.5-7.5 years. As seen in the slideshow above, we have been working on sight words, word families and have been playing games to learn blends.

As for my students that are reading at 10 years or above, I have been setting tasks that have helped them to think more creatively about the stories they read. For example, they've created movies, posters and postcards which have required them to learn how to do their own research, read websites and connect their stories to the world around them. In doing these tasks, they have learnt other valuable lessons - like how to work as a group and new technology skills on iMacs, iPads and their Chromebooks.

Inquiry Into Reading

This year, my inquiry focus is the

Acquisition Of Language In Reading.

My questions heading into this inquiry are: 

1. How can I plan follow up experiences in reading that will increase language acquisition?
2. How can I plan rich activities that will bring students back to me better than I left them?

I hope to lift the achievement in reading for all students in my class and improve the achievement of students with additional needs in the learning area of English.

Upon reflection on 2018's reading lessons, I realised that my follow up tasks lacked creativity and didn't challenge my students enough. My follow up experiences should have reflected the WALT of the lesson more and needed to be more hands on. I got into the habit of reusing a lot of tasks that other teachers had created. These were good tasks, but didn't reflect what my own students needed.

Instead, a lot of my follow ups were more like time fillers.

This year, I aim to create follow up tasks more intentionally. I want them to be creative, hands on and to reflect the groups' current needs.

Whilst students are not reading with me, I want them to be building on the skills that we learnt in small group time. This will bring students back to me better than I left them.

I have a target group of 5 students who are all reading just below their rdg age. I will blog about their progress throughout the year.

Celebrating Creativity In Learning

Today in our staff PD, we celebrated the creative work that we have done with our children. Dorothy was speaking to us about the power of Learn, Create, Share and asked us to have a think about an activity this year that was a creative and successful part of a child's learning journey.

I had a think back to an awesome reading activity that I did my a group called Thor. It was super engaging and helped to push the boys to think more deeply about the text.

Goal Setting In DMIC Maths

This term the focus of my inquiry was goal setting and reflecting in DMIC maths.
If you look back to last term's inquiry update, I began using the goal chart that you can see in the photo above. I wrote names under each goal. However, to make it easier and more engaging, I printed out student's faces and students get to stick their own face on the chart! They have found much more enjoyment in getting to stick their faces up and I am able to refer back to this chart during the lesson to remind children of the goal they chose.

I have found 'group norm goal' setting to be very effective. Students choose their own goal, which gives them more ownership/responsibility over their learning!

Inquiry Update, term 3

Creating a rubric

At the beginning of term 2, Sue, Khismira and I created a DMIC rubric. On the left, you can see a large rubric with images. This is the rubric that my children can see in class. On the right are the criteria for each colour level. Throughout term 2, I explained this rubric to my class and gave students feedback on where they were on the rubric. I was really surprised with how engaged my groups were with it. Students would often ask me where they were on the rubric and if they had improved. I was honest with them, and explained exactly why they were at a certain point. 

Changing our view of success in maths

After a while, I decided that instead of them asking me what colour they were, they could decide by themselves through self reflection. As we wrapped up each DMIC lesson, I would ask students to write their name on the book and colour in what they personally thought they were for that lesson. I was intrigued when I saw that Lesieli marked herself as red - meaning no effort. When I asked her why, she believed it was because she got some answers wrong. It was at this point that I stopped the whole class and straight up asked them "who thinks they suck at maths?". They all raised their hands. When I asked why, they all said the same thing, "cos I get the answers wrong". 

From that moment, we've been working hard on changing our view of success in maths. I remind my class that it isn't about the answers, it's about their effort. It's about everything that is in the rubric and there is nothing about correct answers in the rubric. Just listening, speaking and working well with peers. 

It was interesting to see that when I reminded Lesieli that her success wasn't about right or wrong answers, she changed herself to gold, 'buddy teacher'. And she was spot on.

If you skip to the video on slide 5, you will see the golden moment we had after our chat about what success looks like in maths. What a change in the general vibe!

The power of self reflection

On slide 3 you will see a Group Norm Goal poster. My team leader Helen found this online and I thought it was brilliant. Instead of focussing on the rubric, I am now using this every lesson. 

I have printed this poster and keep it on my whiteboard where everyone can see it during maths lessons. Before each lesson, students choose their own goal. I write their name in that box and then we have a quick discussion about what those goals would look like. I purposely don't choose the goals for students because I want them to take ownership of their own goal. At the end of each lesson, they are now reflecting on their chosen goal. It's been great to see how honest some of their responses have been. We still have a lot to work on when it comes to self reflection, but I have already seen students begin to take more ownership of their effort and behaviour during lessons as a result of choosing their own goal. It's also been awesome finishing lessons on a positive note, where students focus on their goal rather than focussing on how many answers they got wrong.

I'm looking forward to seeing where this goes!

Inquiry Focus for 2018

Hello 2018! I am now teaching in a year 3/4 ILE with 80 students. I am teaching alongside Helen King and Zac Moran, who I am very much looking forward to working with and learning from!

This year, Pt England School's overall focus is 

Acquisition Of Language. 

I chose to focus my inquiry on the Manaiakalani Achievement Challenge #6 - Lift achievement in maths for all students year 1 -13. 

DMiC Maths

This year, teachers at Pt England School are learning how to teach DMiC maths from Bobby Hunter. As this is going to be a huge change in the way that I have taught maths in the past, and therefore a challenge, I decided it would make sense to focus my inquiry around this! I am currently a little nervous about this new approach at teaching maths, as I know that I will need to step back and allow my students to do the talking! I am also slightly hesitant about mixed ability grouping, however I began doing this in my class at the end of last year and saw it's benefits. I'm really looking forward to this new learning journey and seeing how it not only helps our students, but also improves my teaching.

I've noticed that students find it difficult to verbalise themselves when explaining how they worked out a problem. There are several reasons for this - students could be nervous when speaking in front of their peers, they might still be comprehending the problem, they may not be interested or, they're not confident with their maths language. I often hear children say 'I plussed the numbers' and 'I got the answer, but I don't know how'. Students need to practice explaining their strategies out loud so that they can learn the mathematical language that will help them to become confident when problem solving. This is what DMiC Maths is all about, therefore, my big question for the year is:

Will the use of the DMiC process in maths increase mathematical vocabulary in my students?