As part of our RPI this week we carried out a reading survey. This was done on 56 year 4, 5 and 6 learners. This reading survey was used to see what our learners thought about reading.
It was very interesting to see the results we obtained and I was especially intrigued to see that 72.5% of learners enjoyed reading and 80.4% of learners considered themselves good readers which showed a high self efficacy within our class as a whole. I believe this could be due to the high push on reading last year in LS1. We focused heavily on extended discussion and our learners showed great improvement in their overall confidence (see my previous blogs for my teacher inquiry around this).
Going forward these are the questions I have:
- Is there a prominent link between reading for enjoyment and self efficacy? If so, why?
- Will encouraging reading for enjoyment at school, raise learners want for reading at home?
- Will reading for enjoyment help learners understand what makes a good a reader?
My mentor, Robyn, observed me carry out a lesson implementing the ground rules for talk. We recorded this as a way to make my own learning rewindable. I was able to look back on my lesson and see both my strengths and need for improvement points. I believe this is a great way to see yourself teaching while being able to analyse and look at the improvement over time. This observation went very well and I felt as if my previous teacher inquiry hugely impacted my confidence in the RPI implementation. My learners were actively engaged and were able to use the talk rules to carry out a small extended discussion. Some of my learners had previous experience with this and I believe it scaffolded my new students well. Here is a link to my lesson.
I'm interested to see how our results change after implementing the RPI course into our classroom.
Below are the results from our survey.
Kia Ora Daf
ReplyDeleteIt's great that your students have a high level of self efficacy towards reading. With your question in mind, 'Will encouraging reading for enjoyment at school, raise learners want for reading at home?' something we did last year in LS2 was to record the minutes of RFE each student did. Initially we recorded this on paper. Old school yes, but it was both a record and a motivator as the sheet was visible to everyone. Students had ownership of this and would enter their minutes each morning for the previous day. Allocating an RFE slot in the timetable meant everyone could enter their minutes, and as we all did RFE together we were seen by our students as readers too. This is really important as it opened the door to many informal conversations about the books that were being read. We later transferred this to Google Sheets and each student created their own graph which they analysed. Keeping the time frame to one week made this achievable for everyone. We repeated this challenge a number of times and saw the level of engagement increase quickly. Maybe you could try something similar as it is both a rich task that everyone can connect to and serves a real purpose.
Looking forward to watching RFE grow in LS1 this year.
Robyn
Kia ora Robyn,
DeleteThank you for your comment. I would love to partake in that RFE journey. It's a great idea to record their minutes with reading as they then can take ownership of their own learning, which I think is so important. What a great way to incorporate a range of subjects into one.
Thank you for observing my lesson. I have found filming our lessons so helpful as well as observing your lessons as much as I can.
I'm excited to see how our reading progresses in LS1.
Daf
The lesson I observed was fantastic! It flowed smoothly and most definitely reflected your extended discussion journey last year. I have loved watching you go from strength to strength in this area. Your addition of the 'I need time to think' and 'because' cards are so important when working with students who just find everything about reading 'hard'. It gives them an out when they need to have a little more time to feel confident sharing their thinking, something that is so important when thinking about building student self efficacy in reading.
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