tag:blogger.com,1999:blog-66430394950383742322024-03-06T12:37:03.560+13:00 ___________________________________________Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.comBlogger54125tag:blogger.com,1999:blog-6643039495038374232.post-1342681288078859792016-09-22T08:15:00.002+12:002016-09-22T08:15:57.519+12:00Term 3 Review: What am I doing differently? Term 3 has quickly come to a close which means it is time to reflect on my inquiry again. Originally I thought my inquiry had slipped by this term without getting much attention but as I started reflecting I quickly was able to highlight the continual and new developments. This specific inquiry was also a bit overshadowed by my second inquiry of how to develop an effective reading programme that balances breadth and depth. I have made significant changes to my reading programme which has actually aligned itself with this inquiry very well. Through introducing 3-week focus lessons, increasing and widening reading material and connecting texts within a concept it has naturally led to an increase of word study and exposure. As I enter my final term of this inquiry I want to continue developing my practice and hopefully receive some formative results from the end of year testing.<br />
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<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1MNscGSeJg32fwl1HEMrt3hZ1XXR1oKclacXUtHsklOE/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div>
Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com0tag:blogger.com,1999:blog-6643039495038374232.post-56461955394669568752016-08-29T19:26:00.000+12:002016-09-19T16:27:23.842+12:00Term 3 - All Go!<div class="separator" style="clear: both; text-align: center;">
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<a href="https://pixabay.com/static/uploads/photo/2016/03/23/13/36/frogs-1274769_960_720.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="121" src="https://pixabay.com/static/uploads/photo/2016/03/23/13/36/frogs-1274769_960_720.jpg" width="320" /></a></div>
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<span style="font-size: xx-small;">Image Attribution: <a href="https://pixabay.com/en/photos/see/">www.pixabay.com</a></span></div>
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<span style="font-family: "arial"; font-size: 14.6667px; font-weight: 700; line-height: 1.38; white-space: pre-wrap;">What you would see?</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As Term 3 is quickly passing by I reflected on the question; what would someone coming into my classroom see me doing differently? The most visible change would be the focus of my direct teaching group sessions. I am very aware of what words students are struggling to decode and/or comprehend, yet also pre-planned for deliberate words to study and explore. When such words are identified I put them on the whiteboard and get students to ‘explore’ them via a number of different means. Sometimes this might be getting students to find any parts of the word that they recognise or breaking the word into sounds. Other times it I direct students to google the word to find its definition and discuss any connections stemming from this. During these times my students are more engaged than earlier this year in actually wanting to engage with the word and discover its meaning. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What’s the plan?</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Already this term I have begun the process of retesting all of my students to give me valuable information on their progress. Specifically for this inquiry I am wanting to see the progress, identify the needs (new or old) and use this to influence my inquiry direction going forward. So far within my inquiry group there has been a mixture some improvement in their decoding, whilst still for others it’s a big need. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Going forward this term I have a few areas of focus:</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Repetition: I want to set up a Padlet, doc or presentation where I can get students to record the words we discuss and use this as a place to revisit to ensure we get good repetition of words. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sounds: Look more specifically at sounds within words: Word endings, Contractions, Middle sounds, & Medial Blends. </span></div>
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<span style="font-size: 14.6667px; white-space: pre-wrap;">New Vocabulary: I want to get my students to become more independent at decoding and defining unknown words. To do this I want to find ways that my students can independently record unknown words, research them and finally share and discuss them with their group. </span></div>
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Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com0tag:blogger.com,1999:blog-6643039495038374232.post-77423682416433708832016-07-07T09:47:00.003+12:002016-07-07T10:13:22.371+12:00The Halfway PointIt has already been two terms since I began my inquiry into improving achievement for my low readers by focusing on sounds and word parts. Over the past two terms I have seen my students gain huge confidence to study words and explore them. This confidence will hopefully lead to my students gaining the skills to understand and decode unknown words. Here is a reflection on my inquiry as I have now reached the halfway point.<br />
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<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1hQY28hWazqKASLZGzYoXDpmF1MlwxElVU5boWDKiVdk/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div>
Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com0tag:blogger.com,1999:blog-6643039495038374232.post-3336936495779135562016-07-02T10:09:00.000+12:002016-07-07T10:13:45.108+12:00Reality checkTonight I left my classroom with a greater burden on my heart for my students than I have ever had before. It was teacher/parent interviews, a time to share student mid-year reports. After many discussions with whanau throughout the day, sharing their child's successes, goals and needs, it was nearing the end of the evening. I then had a parent come into my class; a softy, kind spoken man. After showing him his daughters report he displayed a complete sense of helplessness and emotional burden in regards to her position against National Standards. It was hard to see a dad feeling so helpless towards what he could do to help his daughter. It was at this moment that I was reminded and even assured more of the reason why I devote so much of my life to teaching. Now being a dad made it even more real to me the true reality of what my student needs are and how important it is for me to do the absolute best teaching I can. The majority of my students this year a well below the National Standard, so it has been a challenging beginning to the year understand their levels and the progress that they need to make. But from this it has given me more motivation to try new things, keep focused and understand the needs to my learners better. I now look forward to the rest of the year and what this new motivation will bring, with a hope that I can make a significant difference in each of my students lives.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-sKMSV1GaO5i67DkfgxkXnZsju3co2Ep0wYpaCZ_XAIORYD8yjkV070wxWGJ9z7tBaLRGX-ZqgV4LXdBmaTo5OU3ia7kXn3bQhCTdw9u54D7HPw8KAryODb_c802Aw8ZudrKgywCwWEk/s1600/Screen+Shot+2016-07-07+at+10.11.22+am.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="234" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-sKMSV1GaO5i67DkfgxkXnZsju3co2Ep0wYpaCZ_XAIORYD8yjkV070wxWGJ9z7tBaLRGX-ZqgV4LXdBmaTo5OU3ia7kXn3bQhCTdw9u54D7HPw8KAryODb_c802Aw8ZudrKgywCwWEk/s320/Screen+Shot+2016-07-07+at+10.11.22+am.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image Attribution: http://quotesgram.com/</td></tr>
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Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com2tag:blogger.com,1999:blog-6643039495038374232.post-91259868720204060742016-06-16T12:15:00.000+12:002016-06-16T12:20:15.105+12:00Making Meaning & Applying Understanding <div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
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<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Stonefields School Visit Reflection:</span></div>
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<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This term as a whole staff we had the opportunity to visit Stonefields school to observe and learning about their learning frameworks. It was a fascinating visit getting to experience a totally different environment and taking the opportunity to reflect on my own practice.</span></div>
<span style="font-family: "times" , "times new roman" , serif;"><b id="docs-internal-guid-88f79682-5691-f778-98c2-3ac81ea3dcb8" style="font-weight: normal;"><br /></b>
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<a href="https://lh5.googleusercontent.com/WoRdiBC-OeQaZOSu7_CI0qsZzPd2cDgHeVjsE-T6O35JHLZFH-fj0PtHwhm9sr1eT01hqy0ISMeMdRxvapCvUcytLfY2oh2cYTd6zXyIw1DkqXTwtvqsn3xGFIIbg2o0jov8l5v6" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: "times" , "times new roman" , serif;"><img border="0" height="231" src="https://lh5.googleusercontent.com/WoRdiBC-OeQaZOSu7_CI0qsZzPd2cDgHeVjsE-T6O35JHLZFH-fj0PtHwhm9sr1eT01hqy0ISMeMdRxvapCvUcytLfY2oh2cYTd6zXyIw1DkqXTwtvqsn3xGFIIbg2o0jov8l5v6" style="border: none; transform: rotate(0rad);" width="320" /></span></a><span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">One of the major reflection points that stood out to me was their learning process and how could I integrate this to my reading practice. In my practice I identified that during my reading group discussions I spend a lot of time building knowledge but not really any other the other blocks. Then the majority of my follow-up activities would fall within the making meaning block. But I don't really ever get the apply understanding block within my reading programme. When discuss this as a team it was interesting identifying that our often our students actually struggle answering questions during their reading that require them to apply knowledge to rather than simply retell knowledge. From this reflection I want to explore specifically within my direct teacher instruction time but also within my tasks how I start integrating this learning around applying knowledge.</span></div>
<span style="font-family: "times" , "times new roman" , serif;"><b style="font-weight: normal;"><br /></b>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">For my inquiry focus group I have designed a lesson around these three blocks. In this lesson we will look at how characters have different viewpoints on the same situation. Then we will analyse how people all value things differently. From this we will then apply this understanding into a wider world context of valuing water. We will learn and understand how people in our world (including ourselves) value water differently. </span></div>
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<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I have explicitly stated each of the three blocks to help give the lesson focus:</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Build knowledge: Understand how and why characters have different viewpoints.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Make Meaning: People value things differently (analyse)</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Apply understanding: How is water valued differently in the world (justify). </span></div>
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<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I hope that from this lesson students will be able take the knowledge that they learn and then apply it to a wider world context. I am also wanting to design an activity where they have to present their understanding of how people value water differently.</span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">See here for Lesson Planning:</span><a href="https://docs.google.com/presentation/d/11xdE5r88s5eQNOnWhRFR74T6xi9okUMyqiiu596cTS0/edit#slide=id.g14eb7bfcd7_0_6" style="text-decoration: none;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Drones Term 2</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and for student task:</span><a href="https://sites.google.com/a/ptengland.school.nz/teamfour2016/reading/baxendine-r/dronest2" style="text-decoration: none;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Did you shake your tail feathers?</span></a></span></div>
<b style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Some other reflection notes from this visit:</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">If we make our students struggle then will they gain a better growth mindset. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In teacher groups are we giving students enough of a scope to grow therefore I need to ensure that I don't limit them yet at the same time make it achievable.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Use padlets to get students to share their thinking of a text.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I need to get my students to have an attitude of being able to be in the pit (stuck) and know what to do. </span></div>
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Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com0tag:blogger.com,1999:blog-6643039495038374232.post-89238937925828735992016-06-08T10:48:00.000+12:002016-06-16T12:21:36.891+12:00Ideas ideas ideas<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As a staff we got the opportunity to meet together to hear about each other's inquiries then share with them some ideas. This was really valuable for me as I was able to hear from teachers who teach in the junior school and have students at a similar level.</span></div>
<span style="font-family: "times" , "times new roman" , serif;"><b id="docs-internal-guid-88f79682-5692-e3d0-a9ff-5837b5f2069d" style="font-weight: normal;"><br /></b>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A few ideas from this session are:</span></div>
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<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">1. Word Families </span></div>
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<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - In order to help students with their understanding of words they could form word families. Specifically get them to make word that rhyme. </span></div>
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<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">- Get a physical magnetic alphabet board and allow students time to play and explore words. </span></div>
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<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">2. Memory Games</span></div>
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<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - To help students with remembering words set students up with memory games where they will have to use words repeatedly. Students need lots of revision before they will actually remember words when they see them in a new context, so this could be a good way of getting repetition. </span></div>
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<span style="background-color: transparent; color: black; font-family: "times" , "times new roman" , serif; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">3. Explain Everything</span></div>
<span style="font-family: "times" , "times new roman" , serif;"><span style="font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">- To help students with sound knowledge use some of the ready made Explain Everythings to give students practice with their sounds. </span><span style="font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> </span></span></div>
Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com0tag:blogger.com,1999:blog-6643039495038374232.post-200619904725160902016-05-04T10:51:00.001+12:002016-05-04T10:55:30.068+12:00Inquiry - Term 1 Review <div style="text-align: center;">
Where is 2016 going? One term down already so it must be time for a termly review.<br />
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<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/14MkdA95nbIdT_XFjH0CSWKAqPTufNc4_bUIBW_QhC2c/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div>
Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com0tag:blogger.com,1999:blog-6643039495038374232.post-15976524319573013562016-03-04T18:35:00.000+13:002016-03-04T18:35:23.514+13:00My 2016 teacher inquiry has begun!This year Pt England's school-wide teacher inquiry focus is: Formative practice in reading/writing to improve students achievement. From this my personal inquiry for the upcoming year is.<br />
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<span style="font-family: "arial"; font-size: 14.6667px; line-height: 17.6px; white-space: pre-wrap;">"How can the study of words, their sounds and their parts improve achievement for low readers?"</span></div>
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This focus has come as a result of my inquiry last year into how to lift student vocabulary in reading? During the year I had a specific focus on vocabulary strategies but when I reflected on my end of year reading data I concluded that this focus was of benefit for my higher students but not at all for my lower students. Now this year with the average reading age of my students is even lower, range of 6.9 - 8.5yrs, I want to specifically focus on increasing achievement in reading for Yr 4 & 5 students who are well below standard. In order to do this I want to begin by increasing the actual study of words, their sounds and parts. Even though these students are 4-5 years into school they don't have the content or strategy knowledge to decode texts at their level. In order to complete this inquiry effectively I have chosen a focus group, the Drones, which consists of 7-7.5yr readers.</div>
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After analysing last year's data and testing each student within my group this year I establish three summary points. </div>
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- All of my students within the group have low decoding skills. </div>
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- When decoding students often sound out initial sound then simply guess the rest of the word</div>
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- At times students just say the first word that comes to mind which has the same first letter. </div>
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From this point forward I have established two areas of focus</div>
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- Tasks: Word study task (Learning to read) & Comprehension (Reading to learn).</div>
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- Reading: The focus and attention within my group reading sessions. </div>
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<a href="https://lh6.googleusercontent.com/XoCCRmHc5FgFqWiegOe72DfR1xmsB0ctf3b_XyWsO3tNpSaVh-FozDJWfQelVtVqgs7Fs9aZIP9vRk5K6dz68QzKF44Y376S4naYdbWKt-Zs_5598eMf6b1xZe82ValNRWFly7DG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="ptenglendlogo.jpg" border="0" height="66" src="https://lh6.googleusercontent.com/XoCCRmHc5FgFqWiegOe72DfR1xmsB0ctf3b_XyWsO3tNpSaVh-FozDJWfQelVtVqgs7Fs9aZIP9vRk5K6dz68QzKF44Y376S4naYdbWKt-Zs_5598eMf6b1xZe82ValNRWFly7DG" style="border: none; transform: rotate(0rad);" width="55" /></a></div>
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Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com1tag:blogger.com,1999:blog-6643039495038374232.post-31904821219698516622015-12-11T09:24:00.000+13:002015-12-11T09:24:33.228+13:002015 - Looking Backwards & Forward<iframe allowfullscreen="true" frameborder="0" height="390" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/128snkzPMHd-TP5K4IM5EdTm7KFazN9sdVBkXJ45KZF8/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="630"></iframe><br />
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Where has this year gone? Looking back at the year gone it seems such a blur. When I began the year I was unsure of what I wanted to inquire into as part of my professional teacher development. So I began the year by focusing on establishing a digital tool, Steps to Success, that students could use to self assess their writing and therefore make improvements. I then moved the focus of this digital tool into Mathematics to guide students to use numerous strategies when problem solving. Within both of these areas it was difficult to get students to engage with the tool due to their lack of engagement and ultimately their low key competencies levels. While I was inquiring into these areas the whole staff actually had a professional development focus around vocabulary and reading. Therefore my professional teacher inquiry began to focus on my reading instruction and specifically the teaching of vocabulary. So as I look back at the year I recognise now that I actually put more attention into inquiring into reading without realising and documenting. Now that I am at the end of the year I have reflected on the year past by documenting my reading inquiry and what my goals will be for next year as I will continue to develop and inquire into my reading teaching practice. I hope as you read this or have followed my blog over the year that my inquiry may have proven valuable for your own teaching development and practice.Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com0tag:blogger.com,1999:blog-6643039495038374232.post-85209674444843134052015-11-11T17:23:00.000+13:002015-11-11T17:36:37.641+13:00Manaiakalani Film Festival - Ant BoyIt was very exciting to be apart of the 8th annual Manaiakalani Film Festival for the first time this year. As a class we made a film about a boy who transforms into an ant. We wanted to make a film that had relevance to what we had been learning about over the past term. Alongside Trade & Enterprise we had been learning about our emotions and having empathy towards others. So the idea of Ant Boy was born from the phrase "put yourself in someone else's shoes." Hope you enjoy it. Click on the photo below...<br />
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<a href="http://pesbaxendine.blogspot.co.nz/2015/11/ant-boy.html" target="_blank"><img border="0" height="298" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2sxV469mJQXlDXT5h8GK5O_QjH3l7UxgeZRPUr_aIOJgWeahW1F5cUeXwcQBLIkZUw7DEtblNEYFaFQb9qAbdyGcFaBcJ1bK_reoqmLOEA_73OJq93y7norO5ZDE7kFGKa7HiKYep-TI/s400/%25E2%2588%259ARoom+9+-+Ant+Boy+-+B+Baxendine.tiff" width="400" /></a><span id="goog_1555479062"></span><span id="goog_1555479063"></span><a href="https://www.blogger.com/"></a></div>
<br />Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com0tag:blogger.com,1999:blog-6643039495038374232.post-84689655563518202312015-10-30T14:47:00.002+13:002015-10-30T14:47:51.818+13:00Learning with my class site 2015This is my screencast of looking at a learning pathway through my class site. <a href="https://sites.google.com/a/ptengland.school.nz/year-5-2015/" target="_blank">Check it out. </a><br />
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<iframe height="480" src="https://drive.google.com/a/ptengland.school.nz/file/d/0B01VZ64nJ46JV083YmtmN2VObjg/preview" width="640"></iframe>Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com0tag:blogger.com,1999:blog-6643039495038374232.post-81156332481809031622015-10-14T11:50:00.001+13:002015-10-14T11:50:31.736+13:00Term 3 PitstopThis is an update and reflection on my inquiry journey over the past term. The two key points this term have been around motivation and engagement.<br />
<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1POwyl8SW1JAQe3aWqmtkX2tjBAwWW4Hza_VJzJVJTT0/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe>Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com1tag:blogger.com,1999:blog-6643039495038374232.post-3159071487192799682015-08-07T19:25:00.000+12:002015-08-07T19:32:50.197+12:00Term 3 - Journey to engagement & ownership This term the two words that come to mind when I consider the next part of my journey are engagement and ownership. At this stage I have the structures in place for my students to be able to identify where they are working at within a SOLO based rubric for mathematic strategies. But I need my students to fully engage with it in order to get results.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvvc3hKJX1Phq0Jbh5ExPAZ_r3drKvOQJEoIUGtu-J4w65WNHM9aW-GDGpyg6CeFdec2uElT2KSVTYw1tym08z6FPvPd92BXRkNQpcuu9LzGM3zfN9XoS-8YSU0-9rgTyG4iCeitfwdMw/s1600/8777897662_3cb798a871_o.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="163" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvvc3hKJX1Phq0Jbh5ExPAZ_r3drKvOQJEoIUGtu-J4w65WNHM9aW-GDGpyg6CeFdec2uElT2KSVTYw1tym08z6FPvPd92BXRkNQpcuu9LzGM3zfN9XoS-8YSU0-9rgTyG4iCeitfwdMw/s200/8777897662_3cb798a871_o.png" width="200" /></a>Previously I have had my students complete problem solving tasks, then use the Steps to Success rubric to identify what level they are working at and what they need to do next in order to move up a step. The main constraint to this is that the students simply find it just another thing to do and another thing that they can't really be bothered with. When thinking about this issue, I think engagement and ownership are the keys to enabling students to use these steps. If I can get my students to take ownership of their mathematics learning then it would hopefully change this attitude. If students were aware of what level they are at, and then feel personal responsibility to get themselves to a higher level, then lack of engagement would hopefully not be such an issue. Whilst ownership is the ideal goal I think there needs to be other goals/motivations in order to achieve ownership.<br />
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This term my focus is to get students more engaged and take more ownership within mathematics. I have a couple ideas of how I could use competition based strategies to get students to engage in their Steps to Success with the hope of their attitude and commitment to learning mathematics improve.<br />
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<span id="goog_249668857"></span><span id="goog_249668858"></span><br />Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com2tag:blogger.com,1999:blog-6643039495038374232.post-66454283590393601692015-07-19T22:01:00.000+12:002015-07-19T22:01:36.268+12:00Term 2 Pitstop<br />
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Term 2 Reflection on my personal inquiry. This term my inquiry took a big change from being focused within Writing to now within Maths. I introduced a number of new learning methods which my students quickly took on board. These methods are to give my students the opportunities to develop their strategies for problem solving. These strategies are what they are then able to track their progress with and use to decide what their next learning step is. Here is a presentation that I presented to a group of teachers as an update on my Term 2 journey. </div>
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<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1J7z5Z5oqjZVIP3D8LRBF55f_bzjKhrrc9fAvCJEHx9w/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div>
Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com0tag:blogger.com,1999:blog-6643039495038374232.post-27361855448283742262015-05-29T22:35:00.002+12:002015-05-29T22:35:47.936+12:00TV show Raising Children features my class!Check out this Raising Children episode because it features Pt England School and my class! Only two days left to watch!<br />
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<a class="embedly-card" href="http://www.tvnz.co.nz/ondemand/raising-children/03-05-2015/series-2-episode-7-6305998">Watch Raising Children - Sunday 3 May - TVNZ OnDemand</a>
<script async="" charset="UTF-8" src="//cdn.embedly.com/widgets/platform.js"></script>Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com0tag:blogger.com,1999:blog-6643039495038374232.post-91488779314174824182015-05-22T15:28:00.000+12:002015-05-22T15:32:53.511+12:00The next leg of the Steps to Success journeyHere is an update of what I have been doing in my inquiry and where I am heading next...<br />
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<iframe height="430" src="https://docs.google.com/a/ptengland.school.nz/file/d/0B01VZ64nJ46JRWlnVmhsaFdwa1E/preview" width="620"></iframe>Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com3tag:blogger.com,1999:blog-6643039495038374232.post-84239930630898863142015-05-15T10:48:00.000+12:002015-05-15T10:48:19.563+12:00Developing a dialogic, orally expressive classroom.<div dir="ltr" style="line-height: 1.38; margin-bottom: 10pt; margin-top: 0pt;">
<span style="font-family: Arial; font-size: 15px;">This term as part of our personal inquiries we have the privilege</span><span style="font-family: Arial; font-size: 15px;"> of having a number of professional development sessions. This week we had Dr Jannie van Hees present on how to develop a dialogic, orally expressive classroom. </span></div>
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<span style="font-family: Arial;"><span style="font-size: 15px;">In Jannie's presentation there were a number of points where I was challenged to reflect on my practice. She began by asking us two questions. </span></span><span style="font-family: Arial; font-size: 15px; line-height: 1.38; white-space: pre-wrap;">How do you encourage and promote oral language and dialogic teaching? And ho</span><span style="font-family: Arial;"><span style="font-size: 15px; line-height: 1.38; white-space: pre-wrap;">w do you explicitly grow your student's expression? When reflecting on these questions I found it hard to pinpoint when during the day do I actually </span><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;">explicitly</span><span style="font-size: 15px; line-height: 1.38; white-space: pre-wrap;"> teach and promote oral language. During the day I am continually in conversation with my students but there are not many times when I am </span><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;">deliberately</span><span style="font-size: 15px; line-height: 1.38; white-space: pre-wrap;"> teaching and enabling oral language. Every week when I take literacy reading groups I have 10-20min with a small group of students. During this time we read our text and discuss it with preprepared questions. I am often encouraging students to share and explain their thinking because I am interested in their ideas rather than focused on developing their expression. These times would be perfect </span><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;">opportunities</span><span style="font-size: 15px; line-height: 1.38; white-space: pre-wrap;"> to teach, model and encourage further dialogic expression. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 1.38; white-space: pre-wrap;">Another major point that I took away from this presentation was the need to gift students with language and vocabulary. </span><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;">Unfortunately</span><span style="font-size: 15px; line-height: 1.38; white-space: pre-wrap;"> many of my students have not had vocabulary and language rich childhoods. Of which this means many of them have limited vocabulary and more importantly limited ability to process and express language. Students need to have this ability to express language because language makes meaning. Meaning is foundational to developing, interacting and communicating fluently in this world. Jannie challenged us with the point that if we continually question students and aren't gifting them new </span><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;">language</span><span style="font-size: 15px; line-height: 1.38; white-space: pre-wrap;"> then they can and will only ever recycle that which they already know. We need to </span><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;">deliberately</span><span style="font-size: 15px; line-height: 1.38; white-space: pre-wrap;"> input language into our students otherwise there will be no increase. Once we gift students language then their brains can be pushed and their expression can grow. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;">As practical application from this discussion there are a couple activities that I want to incorporate within my daily classroom practise. </span></span></div>
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<a href="http://pixabay.com/get/29eacb8a87277eda2369/1431643421/speech-bubbles-303206_1280.png?direct" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://pixabay.com/get/29eacb8a87277eda2369/1431643421/speech-bubbles-303206_1280.png?direct" height="293" width="320" /></a><span style="vertical-align: baseline; white-space: pre-wrap;">Provide extended texts, talk and videos to students to gift them vocabulary. Then to establish this vocabulary and challenge their brains get them hold, discuss and retell the information.</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;">Before completing a piece of writing get students to sort the information in their head, retain their whole story and share to their peers or back as a whole class.</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;">Have a word of the day where as a class we explore a new word and challenge ourselves to use it throughout the day/week. </span></div>
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Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com0tag:blogger.com,1999:blog-6643039495038374232.post-17941277445066164842015-05-09T22:58:00.001+12:002015-05-09T22:58:47.568+12:00Prize wheel - Positive behaviour!This term we have been wanting to introduce a new positive behaviour system into our big learning space. So after some thought and a days work this is my next big idea. Throughout the day students will be rewarded for positive behaviours and focused learning. Each rewarded student will have their name written onto the Wheel of Fortune. Once the wheel is full of names the wheel will be spun and the lucky student(s) will be rewarded. After this all the names will simply be rubbed off and another round will begin.<br><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5RlpEH_ALfxGnn10oKbMWM2vLpK2x3uWVD4nrkacBwlUwOmmU5nh0ci8Eh_V_Xj_jC6pl0S5kJE5sZse4pW7v6NkjV9ncn10lwsN8yWcpbG_6FA5Uhs7c13amLSWgAf1dcBoe_2t0IsA/s640/blogger-image--466232264.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5RlpEH_ALfxGnn10oKbMWM2vLpK2x3uWVD4nrkacBwlUwOmmU5nh0ci8Eh_V_Xj_jC6pl0S5kJE5sZse4pW7v6NkjV9ncn10lwsN8yWcpbG_6FA5Uhs7c13amLSWgAf1dcBoe_2t0IsA/s640/blogger-image--466232264.jpg"></a></div><br><div class="separator" style="clear: both;"><br></div>Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com4tag:blogger.com,1999:blog-6643039495038374232.post-17062219198943852542015-04-02T13:43:00.001+13:002015-04-02T13:43:19.697+13:00Term 1 Pitstop <h2 style="clear: both; text-align: center;">
<span style="text-align: start;">Term 1 update on my inquiry.</span></h2>
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<br />Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com1tag:blogger.com,1999:blog-6643039495038374232.post-66370621313688763192015-03-27T11:35:00.000+13:002015-05-15T11:35:54.977+12:00Steps to Success Over the past couple of weeks I have been trying to develop an chart that will enable students to identify where they are and what they need to do to achieve a higher standard. To begin my inquiry I have focused on writing and specifically punctuation. Before getting to my final chart I went through a number of steps to ensure that they would be accurate and also work well digitally on student blogs.<br /><br />Chart 1: I inserted progressions into spreadsheets but these were too broad to be effective.<br />
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Chart 2: I took on specific writing progression and using SOLO made a chart which students could identify themselves on and see their next step. The downfall with this chart was when embedding a Google Spreadsheet into a blog the size adjustments are not very smooth and it is too difficult for students to do it themselves.</div>
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Chart 3: Using the same information as the previous chart I make this chart in Google Presentations. This worked much better because the process of embedding a presentation into a blog is easier and students can easily adjust the size to fit the layout of their blog nicely. The bonus of this chart being embedded into the blog means that student can add links to pieces of writing as evidence and they don't need to update their blog because it updates automatically. Also another bonus is that these links work when embedded on their blog so any viewer of their blog to click on and see their writing evidence. </div>
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Chart 4: After presenting this chart and working through it with a number of students I quickly discovered that I needed to make each step very clear and give more detail. For example I needed to state how many sentences a couple is. So my final process has been to amend each steps and this is the final chart of which I am using with my students at this stage. </div>
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Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com2tag:blogger.com,1999:blog-6643039495038374232.post-74486970041786580082015-03-16T21:11:00.000+13:002015-03-16T21:59:22.746+13:00Going SOLO<div class="separator" style="clear: both; text-align: center;">
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<i><span style="font-family: inherit;">How can students being aware of what they are learning and what they need to learn to accelerate cognitive engagement? </span></i><br />
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<span style="font-family: inherit;">Over the past few weeks I have put much thought into how I could physically carry this out. Initially my plan was to use progressions with each student to identify what level they are working at. Then to make these progressions visible to the students so that they can see what is expected at the next level. But, I have faced a number of problems with this initial plan. Firstly our school progressions are very broad and are not worded in such a way for students to understand and identify achievement clearly. Secondly because the progressions are per year, the progress of a student is going to be very minimal. Therefore, such a goal could potentially be too hard and take too long to give students any sense of achievement and motivation. So this has left me with the need to have small achievable learning steps for each specific learning intention/WALT. </span><br />
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<span style="font-family: inherit;">The new direction which I have now taken to try satisfy this need is to use SOLO Taxonomy. In a recent meeting as a whole staff we explored SOLO and how it provides a model of understanding with several steps. </span><span style="font-family: inherit;">From previous experience I value how SOLO breaks down learning intentions to give the learner explicit steps of their understanding. Therefore students are able to answer these three questions. What am I learning? How is my learning going? What do I need to learn next? </span><br />
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<span style="font-family: inherit;">As a result of this new direction with SOLO my original goals are the same but instead of using progressions directly I will break down each progression with SOLO to create achievable and visible learning steps.</span><br />
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<br />Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com0tag:blogger.com,1999:blog-6643039495038374232.post-34136756913518674382015-02-26T20:43:00.003+13:002015-02-26T20:46:13.883+13:00Teacher Inquiry <span id="docs-internal-guid-a2ba0e82-c4b0-5465-942a-0ee9b946e1f9"></span><br />
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<span style="background-color: transparent; color: black; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Trebuchet MS, sans-serif;">"How can being aware of next learning steps help cognitive engagement?"</span></span></div>
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<span style="font-family: Arial;"><span style="line-height: 18px; white-space: pre-wrap;">As a teacher at Point England School part of our professional practice is to carry out an inquiry. This inquiry is to refine, develop and learn within a particular area/topic. </span></span></div>
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<span style="font-family: Arial;"><span style="line-height: 18px; white-space: pre-wrap;">My personal inquiry is related to awareness of learning steps and cognitive engagement e.g learning. This awareness relates to two areas, students and teacher. As I have reflected on learning and the process of learning I have become increasingly aware of the need for learning steps to be known. These steps are labeled as many things such as goals, aims, WALTS, and learning intentions. But the key similarity is that they all give the learner the focus/aim for what they are learning.
In my inquiry I want to take the next step with these learning goals/aims and inquire into how can learning be accelerated by being aware of the progression of learning steps. If a learner is aware of where they are currently at, where they have come from and what their next steps are, will personal engagement and ownership bring increased learning and cognitive engagement? </span></span></div>
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<span style="font-family: Arial;"><span style="line-height: 18px; white-space: pre-wrap;">As I am in a 1:1 digital classroom, visibility of learning is important and also more easily carried out. So visibility will be key within the implementation of this inquiry. A couple possible steps for this inquiry are to:</span></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ensure learning steps are visible - on site with learning tasks, on blogs with published work etc.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ensure students are aware of what they are learning - share and discuss.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Use learning steps to reflect on work - rubrics, conferences, peer feedback, blog commenting.</span></div>
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Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com0tag:blogger.com,1999:blog-6643039495038374232.post-991237235188258492015-02-23T22:49:00.002+13:002015-02-23T22:50:04.343+13:00A new path...<span style="font-family: inherit;">Three years ago I started this journey to become a teacher not knowing what it would really be like or how I would find it. Today, I now share a class of 60 amazing students who I get to spend the year unleashing potential and success in each one of them. I have had such an amazing teacher training at Laidlaw College in New Zealand. I look back and see how significantly I have changed and developed as a person and as a teacher in these past three years. </span><br />
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<span style="font-family: inherit;">I am now extremely blessed to begin my first teaching job at Point England School in Auckland, New Zealand. It is an amazing school which has a big heart for it's community and students. Being a decile one school with mostly Pacific Island and Maori students it has fought to give their students an education that is innovative, modern and excellent. These students are often 'last' in society but are now equipped with an education that is innovative, modern, digital and leading the way in society. Therefore enabling these students to achieve great success and be enabled to achieve in this world. </span><br />
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<span style="font-family: inherit;">As I reflect on my upcoming year I am excited for what will come and all that I will learn and grow throughout the year. I know that my teaching practice will change and develop significantly but that this is to be expected and prepared for. Throughout this year I will seek to become a teacher that everyday provides all my students with a positive success in social and academic excellence. Everyday I hope to provide an environment where learning is enjoyable, strived for and achieved. </span><br />
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<span style="font-family: inherit;">I know that teaching is such a privilege, yet a deep responsibility. And I know that the journey ahead will be one of many long hard hours filled with tears and laughs, but also one that I look forward to with great anticipation. </span><br />
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Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com1tag:blogger.com,1999:blog-6643039495038374232.post-76386151033328841052014-11-15T14:38:00.004+13:002014-11-15T14:38:52.311+13:00Week Six<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The final week of my placement and the final week of my three year degree has drawn to a close. Overall this past placement has been an enjoyable and successful experience but I am still so pleased to be finished and be able to prepare for my very own class next year. This placement has taught me many things and challenged my philosophy of teaching further. When considering the seventh Graduating Teacher Standard my goal for this placement was to further my philosophy, therefore have a solid foundation for when I begin teaching my own class. Even though there has been a number of differences in teaching style between my AT and myself, this placement has definitely sharpened my philosophy. </span></div>
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<a href="http://techbeat.com/wp-content/uploads/2013/07/sahleducom-e1374057380431.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://techbeat.com/wp-content/uploads/2013/07/sahleducom-e1374057380431.jpg" height="248" width="320" /></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">One of the biggest differences I experienced in this class/school from my past placements was the lack of technology. Throughout the past few weeks I was able to implement a couple of digital aspects into the class which I felt went really well and brought about engaged rich learning. During this placement I did not want to just rule out any positive aspects of being in a non-digital class but rather reflect on the matter with a balanced view. Over the weeks I think I have been able to do this but as I did preconceive my view for digital technology in class has only become stronger. A couple major positives which I observed in this non-digital classroom is the lack of distractions and the richness of hands-on activities. Everyday we completed hands-on activities which could be done in a digital classroom but would sometimes not be. Not necessarily because they could be completed digitally but rather because digital devices offer so many more different teaching/learning opportunities. And this is where I think a key understanding needs to be established. Digital learning most often will offer more ways to teach a concept quicker than older standard ways. But, sometimes I think the older practical ways need to be used even though they might be slower because they teach other key concepts at the same time. Whilst saying this there are many areas which I observed during this placement that would be completely transformed if digital technologies were implemented. For example Mathematics is a subject that I observed as being sometimes more about writing ability and often either ahead or behind of an individuals learning pathway. And this is where I think digital technology can and should transform learning. Learning should be efficient, engaging and give students opportunity to learn at their own personal level rather than being restricted by others around them. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In conclusion this placement has given me an understanding of what a well managed classroom can operate like while also challenging me to further refine my own teaching style. I am excited for the opportunity I will have next year where I will get to teach in a 1:1 device class and continually seek to transform learning with the aid of digital devices. But at the same time I want to remember this placement and continue to question my digital teaching and compare the learning to that which I have experienced here over the past six weeks. </span></div>
Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com0tag:blogger.com,1999:blog-6643039495038374232.post-43715810172887746912014-11-15T14:36:00.004+13:002014-11-15T14:36:47.292+13:00Week Five<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">When considering the Graduating Teacher Standards standard five needs to be considered and put into action everyday. My personal goal for this placement is to systematically record learning daily and reflect on information to improve learning.</span></div>
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<a href="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcR7X7JToypPPp1clcFe8hmuaX6Cy3r0cxm4z4PDxMKciwjk51J1TQ" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcR7X7JToypPPp1clcFe8hmuaX6Cy3r0cxm4z4PDxMKciwjk51J1TQ" /></a></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">During this week I put extra effort into re-examining my maths lessons and small group sessions. Each day I gave students a set of problems to solve of which for the two bottom groups were printouts because they take too long to simply copy down the problems. During my sessions with individual groups I recorded down what students gained the understanding and who needed further time. This recording significantly influenced my planning because at the end of each day I reassessed my planning for the next day and made changes accordingly. Although this detailed recorded required significant time and effort I found that my small group sessions were more focused and students gained the concepts a lot faster than the previous week. Even still five weeks into the practicum I am still finding it difficult to pin down exactly what each student already knows and needs to learn next. Only this week have I felt like I have been able to present teaching to each group that is accurate to their learning needs. By recording their learning and revisiting planning daily I think I have been able to get to this point of understanding. </span></div>
Anonymoushttp://www.blogger.com/profile/03328546606254297941noreply@blogger.com0