Thursday, 17 October 2019

It's time to evaluate, What do I do?

Today we are talking about the evaluation process of our inquiry and the intervention we have put in place. Thanks to Woolf Fisher for sharing these key ideas with us and I hope they will help you also.
                                        
In order to do this we need to look back at the data we collected before the invention. Having robust data before implementing and intervention.

By looking at this data you can identify change or shift of the learners. Then make a link to the changes you made in your teaching. This however is not enough, we need to make comparisons with the norm or other data sets (this could be another class, last years year 3, children not in the inquiry group). Children get better under normal teaching conditions so comparing to other data sets can show significant shift.


This table shows a way of showing pre and post data. This could be done for both data sets and allow for great comparison. 

When looking at number you can easily compare these however not all evidence is data. 

When looking at qualitative data you still need to provide rich data with lots of detail. 

talk about the what in detail, how do you know they were disengaged, struggled to spell etc. Why is it the biggest success. 


What has shifted and why.


I have been asking myself a lot this term what has been the impact of my teaching? Have I really made a difference for these learners and how do I know?

This lead me to think back about the shifts I have been monitoring this year and the interventions I have put in place for my learners. 

Below is a presentation that shows writing samples from one learner over 3 time points. It looks at what shift was made in terms of number of words, working out unknown words, content and punctuation. If you look through the presentation you will see that this learner has made a great deal of shift in these areas. 


I included this example as the main way I monitor writing shift is through conferencing with the learners and looking closely at their writing looks. 

Below is the reading shift for my class from term 4 2018 to term 3. The blue shows the starting point by number of students at each PM reading level and the red the number of students at each level in term 3.  You can see we have had a large number of students shift however shifts have not been as significant as I would have liked. 



This data shows level and age shift of my target learners. Many of whom have moved a number of levels but this has not meant a large shift in reading age. 



During this reflection I have found that the interventions I have put in place have been beneficial for the learners however they have not been constant enough. This is due to time spent out of class with my CoL Across School Role and the changes that have happened in my space with year with changing co-teachers. 

Monday, 23 September 2019

Inquiry update term 3

This term I have continue with write the little words this term a long with a focus on writing together. Trying to balance the I write, we write, you write in my classroom. I do not believe I have this balance right yet and hope that I will be the end of next term.

During this,  I have noticed that modelling the experiences before the children do it helps to build the vocabulary for them. I did this in my chocolate fish writing and the quality of language used by the learners increased considerably. 

I have also noticed an increase across the class of excitement about writing and want to write. With learner say “when can we do writing”, “Can I finish my writing now instead of playing a game” and “I love writing.” 

I have also noticed the connections with reading. The learners who are excited about writing are also making good progress in reading. One learner has moved from level 12 to level 19 this year and her engagement in reading and writing has increased also. 


Thursday, 22 August 2019

Across schools Col teacher Role

What do people want?
Supporting with Cybersmart Kawa of care 
I have worked with a number of teachers and classes using iPads for the first time. This has involved modelling lesson or supporting lesson around the the skills they will use everyday in explain everything. 

In one lesson we used the skills of taking a photo, cropping, duplicating, moving and locking to to build a Castle. 

 

See this blog post for more.  

Support with creation of class sites
I am privileged to work with Dorothy Burt, Fiona Grant and many others over my time teaching. Due to this I have a good understanding of the elements of class sites and how to make them appealing for learners. I have worked with a number of teachers to help them develop their class site and discuss the content they create for their learners. 

Creating with iPads
Getting started with animating 
This animation was created by a child in my class. I have used examples from the children in my class and modelled in classroom and supported teachers in 1-1 iPad classrooms. I this has helped to to enhance their use of iPads for creation.

Getting started with coding
I have also worked with teachers to impanelment the digital technologies curriculum. This has focused on using Scratch junior and the directions used.
I also have this Manaiakalani Google Class Onair lesson to support others wanting to use scratch junior. 


Blogging App
Many people have come together to create the Manaiakalani Blogging App. This App makes sharing simple and straight forward for our year 1-3 learners working on iPads. See this blog post for how to use the App. See Fiona's Blog for the journey of the blogger app. 

Inquiry Conversations
I have worked with a number of the CoL within school teachers and other teachers having discussions about their inquiries. I have also visited classes to see their inquiries in actions and provide questions, ideas and support wherever I can to help them.

Opening up my classroom to others
I have also welcomed many people into my classroom both physically and digital through (Manaiakalani Google Class Onair) to share my practice and discuss what I do in my classroom.


I'm here to help please book me using this form, leave a comment or email: ccarruthers@ptengland.school.nz


What works? (for me in my context)

We have been thinking a lot about what works and how we can make accelerated shift the way we do in writing in all three subjects.

Reading 
Over past two years teaching I have seen some good shift in reading. 

What have I done to make this shift:
Milage: Children had 3+ book a week which they were expected to reread multiple times to get millage. 
Fluency: Children were prompted and provided time while working on millage to build fluency. During guided reading fluency was an expectation. See 2016-2017 inquiry for why this help and was important. 
Carefully planned follow up: Children engaged in level and interest specific follow up activities. Activities prompt rereading, personal reflection, finding of specific information from the text. Here are a few examples:

This activity focused on finding key ideas in the text. Students had to make choices about sports that they wanted to learn more about: Level 26           

Focus on prepositions and using them in sentences. This was a huge part of the text and then students had to apply their knowledge: Level 17          

Focus on retelling, finding answers in the text: Level 10        

Maths 
What has worked for me in Maths:

Purposeful use of mathematical vocabulary, in the writing of problems, in the discussion with children, in the activities and around the classroom. See 2018 inquiry. 

Monday, 19 August 2019

Inquiry Update term 3

10: Describe how you will collect information about the implementation of your changed practices/intervention (so it is clear what you doing differently)

11: Describe how you will keep a record of each of the above in a manageable way

When I started my inquiry my question was will the use of more rewindable teacher and learning in literacy lift student achievement and support improved teacher practice? What I have come to realise is that this question is huge and that perhaps rewindable is not the biggest change I need to make in my teaching. I realised this as the students became reliant on the rewindable resources. As such I have adjusted my inquiry question will gifting language and targeting specific area lift achievement student achievement in literacy.


What am I doing differently in my classroom?
-I have had focus blocks on setting and characters
-Used gifting EE to support writing


What new changes I am going to start
-Building sight word automaticity through writing warm up
-A focus on modelling, guided and shared writing.





How will I measure and monitored changes in my teaching?
I have begun pull a group of learner to do a writing sample, dictation and automaticity test. I will do this very 5 weeks and monitor changes. I will also ask learners about their feelings towards writing and monitor changes in this.


Saturday, 29 June 2019

Term 2 Inquiry Update

In Term 1 I collected and collated the achievement data for reading at writing for a sample of learners working at 1B and reading below green (reading age 6). I wanted to look at how the connection between reading and writing teaching could impact on progress for these learners. See this blog post for more details.

At the end of term 2 I tested the learners using PM running records and compared this to the data collected in term 1. What I found was that the data was very mixed however the girls have made more progress than the boys. However only 3 learners had made expected to significant shift 0.5-1 year.


You can see the raw data here.

What I also found was the learners may have not shifted in age level but had made shifts in their reading level. Two learners sadly went down in their levels and I have not yet been able to account for this.



I have also been looking at their writing and seen from written samples both in their writing books and created digitally that the volume of writing has increased.

In teachers reflective notes from myself and my co-teacher there are a number of notes that relate to learners increased focus and willingness to attempt new unknown words.

As a result of these findings it is clear that more changes need to be made. I am wondering if increased content gifting and reading to write might be the next steps in my inquiry.