#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?
4/29/2019 0 Comments
I have been thinking of ways to build whānau engagement as well as learner voice. As part of the DFI course I have been thinking about ways I can create a purposeful audience for my learners where they can create to share as well as create to learn. It has been so great to see our learners creating their own reflections of how they are using our Stonefield's values and agency capabilities to create their own tweets!!
As part of the MIT and CoL process I have been thinking about how I can gift vocabulary so I created prompts for them to build language around our values, agency capabilities and tweeting to begin with and this has been really helpful for their motivations to writing as well as reading.
As part of my inquiry I have been looking into how I can use different methods to grow my learner's voice. As I said the DFI course has helped me see cool ways that can engage learners on a digital format. I have made connections with a teacher from NZ who is teaching in Vanuatu and we intend on building our learners capacity to see different perspectives by creating pen pals. The learners in our partner school do not have digital access so we will be understanding different settings and finding a variety of ways to communicate.
Both classes created a video to give introductions about our schools and so we started analysing the videos to find similarities and differences between our schools. While watching the video we took notes together and then we had access to the video to rewind and grow our understanding in our groups. I started using one of my new learned applications, My Maps with some of the learners to make connections between their school and ours. All learners were excited to share their passions and find out how they could make links with the learners in our partner school as well as question what they saw in the video that they saw as different. Looking forward to grow our understanding and use this in our concept of Community - how are our communities similar and different?
My DFI course has helped me explore more and more opportunities to share using our digital platform. Miss Clark and I have been planning how we can create buddy readers with our hubs and we started with a Google Hangout session. Unfortunately our TV decided not to work at the moment we decided to share but that did not stop us! We were able to share on the laptop and the kids really enjoyed seeing each other. 'They are in next door Miss Toland!' Even though they are in next door it still gives them a purposeful audience for them to share their learning and this has definitely engaged the learners thinking about who they are creating for. We intend to take this further and share next week either in Google Hangouts or buddy reading through digital sharing, encouraging my Year 4 - 6 to develop their coaching skills to teach the Year 2 & 3's how to share their docs. Exciting times!!
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.
All Agency Team Building Learner Voice ClARA COL Empathetic Educators Google Innovator Language For Learning Leading Teaching Practise MIT 2019 TAI 2019 TAI 2020 Teachers Are Learners Too Video Links Visual Resources