Monday, 15 March 2021

Why this challenge?

Describe how and why you have selected this challenge of student learning. Locate your inquiry in the context of patterns of student learning in Manaiakalani overall. 

It is never easy selecting only one challenge when I am thinking about inquiry. I always find myself asking what will have the most impact for my learners, my teaching and support other teachers. 

It became very clear at our sense-making presentation at the beginning of the year that there is a lot of work to be done around drawing on what we already do well in writing and capitalising on this in reading. It is also clear that my class fit the the pattern of reading data from Manaiakalani as a whole and our school data. They have not been making accelerated progress but are making small steps in the right direction. 

We chose to look at the critical thinking and creative responses as we saw from the data shared by Rebecca that while we as teacher feel this is an area we do well in it is really not at this stage. We theorised that if we put more responsibility on learners to think and create they will think more in depth about the texts they read. 


Friday, 12 March 2021

Teaching as Inquiry: What is the challenge?

Summarise the challenge of student learning you plan to focus on in this inquiry. Be as clear and specific as you can about the evidence you have about this to date.

This year I am working alongside side Angela Moala to collaboratively inquiry into the questions, How will using a variety of high interest texts and providing open tasks impact students critical thinking? 

This inquiry focuses on the achievement challenge Lift the achievement in Reading for all students, with a particular focus on boys and Māori students (both genders) years 1-13. 

I chose to continue working on this challenge as it is clear that we are not making enough shift 1.5 years or more for all learners in reading. While students seem to have developed a voice in their writing process and this has empowered them to become writers and story tellers who write often and make significant shift in their writing ability these skills are yet to transfer to reading. So from a general stand point I know we as a team of teacher still have a lot of work to do to really get children moving in this area. 

We also chose this focus as a way of responding to the though provoking presentation Rebecca Jesson's in which she encouraged us to think about the practices we had used to gain success in writing and how these could become part of your reading program. 

The main reason however is the reading levels of the learners in my class. This year in my year 4 class currently 26 out of 28 learners are reading below their chronological age. 

This paints a picture of need in reading in my class. 

Friday, 5 March 2021