Friday, 10 November 2017
n teaching. This has not been an easy journey for me particularly as the year has gone. However I am so proud of the research I have produced.
My research found that in my classroom targeted fluency teaching improved reading fluency for my learners. I also discovered some issues around self-assessment and noticed that this needs to be extremely well scaffolded.
Being both a researcher and a teacher this year has put a critical lense on my teaching and made me more reflective than ever. It is interesting to look back and thing does the outcome match the purpose and if not why. And surprisingly you often find that as you do this additional information comes to light, which then guide your future teaching.
Monday, 6 November 2017
"Visibility Enables Accelerated Shift"
-Woolf Fisher Research Centre
As we head towards the middle of term 4 and the film festival we are privileged to have Dorothy Burt talking to use about the Manaiakalani Kaupapa. It is important that all elements of the Manaiakalani pedagogy Learn, Create and Share are not optional if you want to create this accelerated shift they must happen together to achieve this goal. We also be connected, have ubiquitous, empowered visible learning.
We can not cherry pick because you can't connect if it is not visible.
What is the #1 Factor Influencing students Achievement?-Collective Teacher Efficacy!! This is based on a number of researchers including John Hattie.
At Pt England we have a collective inquiry goal which we all approach in our own ways. By having this shared goals we provided accelerated shift for learner and support teacher practice.
Evidence and Data provides us with opportunities to teacher better and be the ones the cause accelerated shift.
-School Inquiry, this occurs at a school, team and teacher level.
-External Inquiry, Woolf Fisher Research, Auckland University
-Teacher Inquiry, Teacher inquiry