Thursday, 3 December 2020

What change have I Made to my teaching in 2020

My inquiry focussed on supporting students in reading with a focus on understanding new vocabulary and being able to decode unknown words so that they could tackle more challenging age approbate texts with less support. 

In June I looked at my teaching in depth asking what texts am I proving learners with a why, what do the children think about my teaching and their learning and what strengths and needs do I have in my practice. 

Changes to the way I teach reading

As a result of this study I made a point of actively including sight words along with other text specific word work to every reading group lesson. I also made more opportunities to talk about words and made this rewindable through our group digital modelling books. 

Changes to my learning design

To be honest this was something I did not change because of my inquiry but rather because of the ever changing needs of 2020 with Covid-19 and to address every day changes in the classroom. I found that I was providing less differentiation. This included proving one book a week at the children expected level with audio support to encourage engagement with more vocabulary and complex language structures. 

Did the change in teaching affect student learning?

This is a challenging question as for some students these changes provided a needed challenge and pushed them to engage more with a wider range of vocabulary and ideas. While for others the challenge was perhaps too much and therefor served to discourage them. I don't think I found the hapy middle ground I would have liked. 

To what extent did my teaching change?

I think my teaching changed in small but significant ways. I began asking why did I choose this text and how can I provide challenge within the scope of what learners are capable of.

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