Teacher Inquiry Blog Post 5

This week we presented our teacher inquiry to our staff. 

My questions was :

"What impact on reading comprehension will implementing the RPI strategies have on my learners when Time Point 2 PAT and running record data is collected and compared with Time Point 1 data in T4?"

When comparing my time point 1 data to my time point 2 data, I can see there has been an overall improvement in each students' comprehension in PM Running Record data. However, when looking at their PAT results, 1/5 showed improvement, 2/5 did not progress and 1/5 showed backwards shift. This is interesting as their individual running record showed an improvement in all of the students. This could be due to my learners being more confident in conversation. This is something I can look at for next time.

Overall the presentation went well, I enjoyed listening to and sharing my own experiences with the RPI programme this year. It was interesting to hear other colleagues' teacher inquiries for the year and I was able to take in some ideas to trial in my own.

RPI Day 9 - Sharing Reading

Sharing with a range of communities is essential for learners to connect to not only other learners but the world around them.

Sharing a range of tasks on their blog also keeps the learners engaged in their learning and blogging. Changing the create tasks and giving them agency over their blogs can help learners keep up with their blogging.

By providing opportunities to give feed back and feed forward on their blogs, this can give learners goals and next steps to improve their blogs. 

RPI has taught me so much. I have felt my overall knowledge regarding developing my own reading programme has improved. It has been very beneficial to reflect on my programme each session and speak to my mentor regarding this. I have had so many recorded observations which have enabled me to rewatch and adapt to improve my lessons. 

My favourite session was Day 8 - Create. This had so many simple yet effective ideas I have since brought into the classroom. It was also such a fun session, that Toreka and I shared back to the staff meeting.

I have thoroughly enjoyed my RPI sessions and look forward to the next Reading PD.

RPI Day 8 - Creating

Creativity is a huge part of learning. By engaging learners through creative tasks and getting them to share what they have learned helps solidly their learning. With this comes agency, we should give our learners the opportunity to make choices about their learning.

These tasks don't need to be long. They can be short smaller activities throughout the lesson that keep learners engaged and having fun.

Linking tasks such as creating something and then using that to create a labelled diagram. There are two forms of design, tighter and looser. Tighter refers to constraining their create in some way such as giving a template or stencil to use. Verses looser, which means allowing them to have more agency in their learning.

Creating a One Shot Film

I thoroughly enjoyed today's lesson as it was engaging and fun. We made small videos, created illustrations for poems and reflected on our goals. Creating is not only engaging for teachers but for learners as well. By giving multiple creative opportunities for learners, we will engage the learners and allow them to show their learning. 

My goals are:

• Allow for more creative opportunities in lessons (short create tasks throughout).
• More collaboration tasks
• Change the types of create tasks and incorporate a wide variety of platforms to use (ie. video, voice recording, plays/skits, animations, etc).

RPI Day 7 - Thinking

There are multiple levels of thinking; evaluative, interpretative and literal. The higher order thinking skills (HOTS) are both evaluative and interpretative. 

Thinking in an abstract way doesn't come naturally to our learners. Often everything is literal to them. It is necessary to teach them how to identify when to think in an abstract way. Comparing things require thinking about unusual comparisons and why author’s use these comparisons to portray ideas, emotions, and other features like mood and atmosphere. The four types of comparative speech are metaphor, euphemism, simile and idiom. 

Critical thinking

Systemically analysing the text to challenge it and evaluate the information to be able to look at differing perspectives. Using extended discussion to agree and disagree with perspectives can be a great way to do this. In class we use the "disagree" card which is given to someone in the group work to bring a different perspective to the discussion. This has been successful as even if they agree with what others are saying, they need to think critically about why someone may disagree with the point. 

My tasks for the next three weeks

RPI Day 4 - Guided Reading

Guided reading as a programme:

Guided reading is a small group of learners, it has instructional goals and texts are selected to support learning needs. Dame Marie Clay is the lady who developed a guided reading approach. She did extensive research in the 1960s.

There are four approaches to reading; read aloud, shared reading, guided reading and independent reading. Each of these approaches has a place in an effective reading programme.

Guided Reading Model is split into 9 steps that are summed up as preparation, introducing text/purpose, observation, discussion, teaching points, word work, consolidation/independent follow-up and reflection. 

Introducing the text is important to engage learners prior knowledge. This could be as simple as watching a video about the topic prior to the guided reading session. Making vocabulary visible to make connections to them and define them. Learners are able to use their prior knowledge of words to define what they mean in their own words. Making predictions based on pictures and words. 

Background knowledge and prior knowledge are two seperate things. It helps determine what they know and what they need to know. Asking the right questions is essential to get the right answer.

Fluency

As part of our homework we had to record two learners reading a book we may use. Using these recordings we listened and observed what their next steps would be. We marked it against this rubric. This was incredibly helpful to see what they need to work on in order to become more fluent in reading.

Discussion

Discussion is important when it comes to guided reading. Allowing the learners to have open conversations about the text with one another is essential. Asking open ended questions allows learners to listen and respond to each others' ideas. 

Due to flooding in Auckland we have stopped the RPI session early.

RPI Day 3 - Text Selection

Text selection is thoroughly important when it comes to creating a reading programme. There needs to be a variety of books that are different genres, outlooks and topics.

Choosing Appropriate Text:

Mirrors, Windows and Sliding Glass Doors is a concept that relates to text diversity in readers. It discusses the importance of diversity in books and the authors who write them. We need books in which children can see reflections of themselves - but also look through and see other worlds. 

Grouping Learners:

There are two types of grouping - mixed ability and levelled grouping. Mixed ability groups learners in groups that are at different overall reading levels. Levelled grouping keeps learners who are at a similar level in one group.

This text is Level 3, however the reason for this is due to the critical thinking that is needed. There are only a handful of words that are difficult, making it a good text for mixed ability grouping.

Changing and adjusting groups help learners grow and excel in their reading. By leaving them "static" in a group, they don't get the opportunity to push themselves. By ensuring learners are changed when appropriate and reviewing of reading groups termly helps push those learners further.

Selecting Texts for Groups

Text Sets :

Choosing texts that follow a theme can create a text set. By finding a theme, it allows learners to further develop their ideas and knowledge around that theme. 

Reading to learners is important as it can broaden their knowledge and extended their reading mileage. Putting aside even a few minutes per day can help with this. This gives them an opportunity to hear a book that may be outside of theri reading level.

Shared reading, paired reading and independent reading are three great ways to read. Each brings a different aspect of reading into play.

Reflection: 

I learned that it is so important to included a range of texts in our reading programme. From different genres to perspectives. Reading can also be done in different ways such as reading to, shared reading, paired reading and independent reading. They all have their own benefits and as a whole we can extend our learner reading mileage by using different ways to read. I believe I need to bring more of that into my daily reading programme and this can help our learners thoroughly.

I thought it was a really important to emphasise that keeping reading groups static, doesn't push learners. By reviewing and re-evaluating groups each term we can keep on top of continuing to push our learners further. I believe this is super important when it comes to challenging our students and extending their knowledge and bringing up self efficacy.

Reading Practice Intensive Day 1

 Website link to RPI

Day one : Reading is Core

We are the first RPI group for Manaiakalani. This is a 3 term professional development and sessions will be held every three weeks. My mentor for RPI is Robyn Anderson and we will be meeting after each session to discuss my goals and track progress.

Goals for RPI:

• Teachers are supported to acquire content and practice knowledge to influence high quality reading outcomes.
• Teachers are supported to impact learner dispositions, skills and independence as lifelong readers.  
• Teachers are supported to use tools and methods for effective reading assessment, programme planning, design and differentiation. 
• Teachers are supported to implement, sustain and improve on the Manaiakalani reading practice model within their school context.

Session Structure

The reason for RPI is due to the large push on literacy. Our learners come in at a lower educational ability and it is essential to accelerate them higher and in smaller amount of time. The effect of poor literacy goes with someone throughout their whole life. Poor readers are more likely to be unemployed, engage in more risky health behaviour, more likely to offend and have lower wellbeing.

Dorothy Burt Presentation

What characterisers a good reader?

A good reader is able to comprehend a large variety of texts, they read to learn, participate in communities of readers and they enjoy it.

Making meaning is an active process. They use a processing system, use knowledge of the text and structures, vocabulary knowledge and they read critically.

Good readers use strategies. They predict, visualise, connect, question, clarify and evaluate. They enjoy reading and become emotionally invested in what is being read. A good reader requires engagement and motivation. They need to develop independent engagement and motivation. 

Creating a reader profile can help a teacher understand more about your learners. By simply asking what they enjoy reading, how often they read, if they think they're good readers, etc. can give so much information.

Reading across the curriculum:

Reading happens in all parts of education. Reading is all around it and it transfers into everything around us. Explicitly linking the content to other things helps in terms of building on prior knowledge and helps learners understand why they are learning what they are. Extending ideas from their prior knowledge by making connections is essential. 

An investigation was taken by Robyn Anderson which was based around reading for enjoyment. This inquiry showed the learners had a lack of enjoyment when reading at the start but by the end, many were thoroughly enjoying their RFE time each day and continued it throughout the holidays. Each RFE time they had activities that went along with the reading itself. The learners themselves, analysed the data received and made some interesting points. Using Google forms, formative data and student voice Robyn carried out this inquiry and received a very interesting outcome.

Have a look at the link above to see more about this inquiry by Robyn.

Discussion About Text 

Discussing what has been read is essential when it comes to learners comprehending the text. It helps build their vocabulary and extend their ideas. 

Establishing ground rules is something that needs to be done at the start of the year and a reminder during the lessons, in order to have a high quality discussion. 

Reflection on what I need to work towards strengthening and implementing in my reading practice.

We were given a range of 4 readings to choose from. I chose to read further about self efficacy in reading. 

"Allowing young children to make even a minimal task choice increased learning from the task and enhanced subsequent interest" 

I found this quote incredibly interesting as allowing students to make choices in their learning this rises engagement and motivation to complete the task. Adding something as simple as allowing them to choose the book or the create task can do exactly this. Simple yet effective. 

Finding the four key topics we have talked about today in a sample lesson. 

Reflection:

Today there has been a large amount of information and studies that back up Manaiakalani's pedagogy of learn, create and share. Each aspect plays a role in the acceleration of our our learners' knowledge. Allowing learners to have the opportunity to choose something within their learning can increase their motivation and interest. This is such a simple yet effective way to engage more students in their learning. 

A great resource to look back on would be the sample lesson. This has a variety of activities that encompass everything that was talked about in this session (good reader profile, reading across the curriculum, extended discussion and pillars for growing good readers).

Local History Hikoi

As a part of our professional development around local histories, Panmure Bridge Staff went on a hikoi. This was led by Scott (Tamaki College Histories Department) and Harley (Ngāti Pāoa tribe). This was a fantastic day filled with lots of information around the local area. It was great to hear the stories directly from the Ngāti Pāoa tribe. We went to  Maungarei, Mokoia Pa, Dunkirk Reserve, Point England and Karaka Bay. 

We were placed into small groups and we had the task of writing a small presentation about our designated area. My group was given Maungarei (presentation below). This had an incredibly interesting story behind it. 

 

My notes from the walk

Video Observation

Today I was observed by Robyn. She came in to see the progress of extended discussion within my practice. We used a camera to video the discussion from start to finish.

I started off by stating the expectations and procedures for the group discussion. The students showed their knowledge with this and were able to recite their expectations. They could also explain what to do when using the cards in the middle (I need time to think and because). My students were able to continue their extended discussion when I moved away which showed that it is becoming embedded in my practice. They were also using the "I need time to think" card which allows them time to think about an answer. And they were showing their engagement with listening once using this card to gain ideas from other members of the group.

After my observation we watched the video and broke down each part (I wrote my observations below). This shows the power of a video observation as we were able to break it down bit by bit and find the successes and next steps. A huge part of this observation was celebrating my success in extended discussion. 

I have achieved my goal (as below) for this year surrounding extended discussion.

"Will implementing extended discussion in reading help learners comprehend what they are reading?"

I asked Robyn if she would come back and observe in Term 4 to see my improvement and to further my practice. We have set a goal to continue extended discussion and remove/repurpose my most confident student's skills in a new role.

Observation - Point of View and Extended Discussion

I observed Robyn teach a lesson on the poem "Charge of the Light Brigade". This was a great opportunity so I could see the progression of extended discussion in LS1 as I observed when it was introduced in Term 2. Extended discussion is clearly embedded in the classroom practice. All students were on task and contributed to the learning discussions.  

Robyn started off by introducing the poem and placing these on each table. She read through it and gave a thorough explanation of the events as they happened throughout the poem. She gave them the history behind the poem and allowed them time to use their own prior knowledge to make sense of the new learning.

The learners used multiple scaffolds throughout the lesson and it was evident just how much they are referred back to in every aspect. 

Here are the notes I took while observing.

Kelly Sports

This year Kelly sport have been taking a wide range of lesson that we have had the opportunity to take professional development from. It is arranged so that they come every two weeks. This allows us to put our learning into practice after observing their lessons with our class. They coach, we observe and carry on the lesson the following week.

This has been great in terms of developing my skills regarding physical education lessons. I have really enjoyed being able to observe the lesson in action and then put that into practice myself.

Below are the lessons we have done so far:

Folder of lessons

Staff Planning Meeting

As a staff we had a planning meeting to prepare for Term 4. This is our second planning meeting and they have aided me by enabling myself to make connections to the term's topic in all areas of the curriculum. 

Next term we will be planning collaboratively as a syndicate. This will be a great opportunity to learn off my colleagues and develop both my content knowledge and teaching ideas.

Link to my notes 

Term 4 planning:

Term 3 Planning (staff meeting):

Term 3 Planning with the syndicate: