#3. Explain why you judge this to be the most important and catalytic issue of learning for this group of learners this year (In chemistry, a catalytic substance one which increases the speed of a chemical reaction)
Problem: A number of learners do not make National expected shift in Literacy
Session 1: Who am I doing it for? Catalyst
What do the learners need?
How do you know that?
Data I have already collected (Whanau voice, Manaiakalani, Stonefields, Agency Tool)
Positive, thoughtful, helpful
Catalyst Game Tracker
Reflection 1: What is the data this year showing? Progress is a completely different thing from achievement.
I need to go back to the data to get my pre data which links to the CoL where Aaron has mentioned that we need to ensure we have our pre data so that we can get information to ignite our problem.
Pre Data - Whanau engagement
Feedback on my tool….
Good thinking for two window portal as it allows my learning to be separate from the instructions. How do I make the teacher portal accessible for parents?
There is a lot of notes and vocabulary which is needed but how do we make it accessible for all learners? How can I make voice buttons? How can I get student voice?
I have created a bank which is needed but how do I allow learners to create their own banks as well? Could this link to the multimodal approach?
I need to think about Learn Create Share in my practise when creating this.
Session 2: Who is in your team?My echo chamber:
Reflection 3: Who do I need to connect with next? Who can I work with to challenge my thinking rather than support? Who is my new lense person? - Get links from last year MIT course. I need to connect with Kate de Groot to think about how we can grow the use for whanau? How do I get people linking in other schools that give secondary voice?
Session 3: Ed Tech eg Gerhard 90 minutes - how will they create as well as listening to you?Get your participants active. What are the prompts you have put in place to avoid hiccups. How am I making the session obvious?
You are presenting to people not from NZ - how do you explain what you mean in a neutral way? ‘Our day to day’ How do they structure their year groups?
Make a really good mix of the practical with the good ideas and research
Will it be do then talk about then create? What will the hook be?
Less is more on the slides - how can you make it rewindable? Remember your slides are not presenting your slides you are!
Emma and I crossed the finish line together. We were really happy that we have passed our 3 hour exam!! Here is a link to my reflections on my Blogger platform as part of the DFI course.
#6 Write up 1-2 as separate posts on your blog prior to our next session.
It was so amazing to have my first working group of the year. The best way I have found to share a message is by working with others to bring our experiences and grow together. So a part of my inquiry this year is to create a working group that will hopefully grow organically as the time goes on. I have a general layout for each session which happens every two weeks but we will go with the needs and passions of the group as well! It was so amazing to start with CBT today and I have linked the slides and resources into my workshop section on my blog: Linked here
I believe the more the know about our brain and its processes the more we are equipped for dealing with all the hats teachers are required to put on throughout one day. By understanding that people come to a conversation with their thoughts based on their experiences we can help understand different perspectives. It was so great to spend the session talking about our own experiences and I feel the more we discuss our beliefs we may feel like we are consolidating our current thinking as teachers but also and possibly more importantly growing ourselves as well.
I have retweeted Kristin Wiens so many times!! She is the guru of visuals and I love how she creates for adults and children so we can be on the same page! Check her out on Twitter!
#5 Begin to collect evidence and data and come to the next session ready to share your preliminary findings about the nature and extent of the student challenge i.e. using your baseline student data and evidence
The first part of the session was really great to add more voice to my hunch of creating a bank of shared language for reading comprehension. Here are some of my reflections for the session;
- Same language - Uniformative - year 4 acceleration trend? Could it be that we are taking away a device ceiling on the beginning of year data. language of instruction in year 4.
- What would the key moves be in Reading? - could this link to the MIT outcome?
- Lack of experience may impact on the vocabulary? Common language. Dorothy made me think about what could be the common practise for reading is it needed? PCK & TPCK (Technological Pedalogical Content Knowledge) How could I use this thinking to add to my digital toll by making connections between how can we use digital to enhance reading? How do we create an area for reading? (doc open voice typing 'how many words are you able to read in 10 mins' to grow reading mileage)
- How do you make links between comprehension and digital - what is the difference between the tests we give and what happens in lesson?
What are the measures that would show up as strengths and next steps?
If we are getting them faster than norm - if we are getting everyone moving fast than 'norm' then what will the norm be?
How can I create the whanau engagement to show accelerated progress?? - This links to blogs! Building genuine relationships, increase the mana, build information #SFSparentvoice #SFSteachervoice #SFSLearnervoice I will need to create a way to get parent voice eg a form to get the first data point.
Podcast - blowing own trumpets and connecting with other teachers 'getting on with it alone'
Is there a change of the teaching or a change of the expectation of the learners? 'lazy thinkers who have to do the thinking and remove the scaffolds.'
HOW TO MEASURE ENGAGEMENT AS AN OUTCOME? I have recorded my engagement and student voice and Agency Survey. How can I use this to create storied evidence?
Although we do not know what the future holds I feel we have to attempt to understand what qualities and skills will be needed/desired to be successful adults: creative, risk takers who can self regulate and adapt to a changing environment (with confidence or resilience?). - That's my thoughts anyways. Helping children to accept and understand what ‘comfortable with being uncomfortable so you are prepared for anything’ means.