Friday, 7 August 2020

Theory of action

  Restate your inquiry question and your theory of action/chain of events (WFRC#11)

My inquiry question for 2020 is:

Will increase discussion between learners and deliberate acts of teaching vocabulary improve achievement across multiple curriculum areas?

My Theory of Action:

For a number of year we have been discussing what is holding learners back from making progress in multiple curriculum areas simultaneously. While student have been making great gain throughout Manaiakalani in writing we still have not found a way to consistently accelerate maths and reading. My concern is that students are not moving as fast as they need to achieve accelerate progress  to reach their chronological age in reading and maths. As this is a huge challenge I have decided to focus in on reading achievement for my inquiry and adjust my math teaching based on our whole school professional learning.

 In reading I have noticed a number of challenges. Firstly student often struggle with decoding and I have been using targeted prompting to help children notice and fix mistakes. Vocabulary is a huge gap and something we have talked about a lot. Due to this challenge I have been making note of challenging words and discussing them with with the learners. What I would love to do next is make this rewindable for the learners. I have also been implementing more opportunities to read during increasing the number of guided texts and providing independent reading time each day. This week introduced sight word games into my program for all groups reading below their chronological age. 

The reasons why I think these changes in my teaching will be effective to my learners are because they created a more well rounded reading program that address phonic, mileage, decoding strategies and provides more opportunities to talk about more texts. This is what is recommended in the literature I have read. 

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