As part of my journey I chose to use Easttle as my primary data collection method. My reasons for this were as follows:
- I believe Eastlle is the most independently completed measure compared with Probes and reading records as this can rely on interaction with the teacher especially in regards to keeping focused and on task as well as speed.
- My goal this year was to grow learner's oral language and vocabulary understanding as my hunch is that this will increase independence and ability to take action so this method allows learners to take action independently.
Strategies I have implemented so far:
- Gifting language through printed visuals
- Intentional reciprocal reading groups where learners are practising different roles based on reading strategies (Summariser, Predictor, Inferrer, Visualiser, Connector, Questioner) so they can build their knowledge about what each of the strategies mean.
- I have changed my lessons to include more intentional teaching by providing workshops that come from the student voice as well as data collected and I have been more intentional about the activities I have created for the learners to complete when not with an adult. (See post)
Data Analysis Student 1 (Round 2):
In term 2 I got my target learners to complete an Easttle and this was after a few weeks of introducing my intentional teaching workshops. This learner in particular I have taught for a second year and they have never tested well in Easttle as they find it challenging to access this method and struggle leading their own learning.
Data Analysis Student 1 (Round 3)
Woooohoooo!!! This was a big achievement for the learner and one of those moments you remember in teaching. This was the first time this learner has registered on Easttle and although they are still below in their results it is a big shift in their ability to drive their own learning. I believe this is due to their understanding of what the questions are asking them so they can access the site better and stay engaged.
- A thought i had while writing this is to get some student voice as to why they think this has happened for them!!
Data Analysis Student 2 Round 1:
This is another learner who I found is challenging to access Easttle and said 'I do not understand what I need to do, I don't want to do it.' Connecting with Whanau and previous teachers they said this learner loved to express themselves and have an amazing rich spoken vocabulary but they did not have this in written form. Therefore comprehending questions was challenging as they looked at the task in the big picture rather than thinking about the question they are on.
Data Analysis Student 2 Round 3:
Yayyyyy!!! Such a great shift and even during the session when this learner was taking the assessment there was such a shift in their engagement and focus. This I believe is down to their understanding of vocabulary but a big part of it is due to the reciprocal reading technique where they have been practising leading their own learning and growing their voice.
- Again get learner voice to add to my data and support/challenge my hunches as to what is causing the shift.
Tips I have taken away from our Manaiakalani session to think about in future posts
- For it to be data you have to have recorded it in some way....
- Add in a copy of the app I used to take the data, so others can use it in their spaces
- What data have I included in my posts - what is the positive data that I am sharing, what is the negative, why am I sharing the data that I am?
- How will I use the data to tweak my next interventions. Do I have to change or should I increase my time doing it if it is going well?
- Just because it is common sense doesn't mean it is true....
- Reflect on the statements I am making - they may be more engages but does it result in learning? How do I prove this?
- Replicability - can someone reproduce what I have completed??
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.