Reflection

Today at the Leaders PLG i was affirmed and reminded to refer to the wealth of resources that we have within the Manaiakalani, such as Class on Air, the MIT, CoL Inquiry, Research from Wolfisher etc. Having watched Rob’s recount lesson was evident of this.  I was amazed what I learn from it and what really affirmed my practise.

In addition, in the group discussion, we share a common understanding of using dialogic approach in our learning spaces. It is encouraging our learners to make their thinking visible through talking. This is what I am trying to do this term is to encourage the talking using speaking frames.

Week 3: Term 3

Staff meeting this week was sharing on our journey as Teaching  Inquiry.  I had to lead the discussion and have to post the question that Graeme Aitken: asked at the Leader of Learning in Term 2.  “What are we trying to achieve?” (in our learning spaces). The discussions with our small staff was thought provoking and reassuring that we have shared the same understanding as Dr Aitken, even though not in exactly the same words.

Achieving those is what we inquire into our teaching.  It was evident that talk moves. The rich conversation we had and my hope that each of us will take it forward.

From Dr Graeme Aitken

Students Reflection

Throughout term 2 I had been supporting my learners to do self-reflection using De Bono hats. Reflection is about students becoming aware of their own thinking processes. It helps my learners think of the learning tasks in front of them and to reflect after completing the task.

However, this has become laborious tasks to some of my learners. It was obvious they need more support and had to re organize and re- arrange how I do the reflection.  

Gathering Evidence

Sharing with Parents

Can’t leave parents participation to chance.

I invited my parents to our learning space. I put out this statement for discussion.

“Help me to empower your child to act on his/her learning.”

I have 35 learners - 32 families.

22 families turned up to our sharing evening on the 2 March. Every parent was able to share on how can we support our students to have power to act on their learning.

It was a buzzing evening, where parents and students talked about LEARNING

According to Y. Kim / Educational Research Review 4 (2009) 80–102the parents in the school as an important factor in children’s academic achievement,

Learn

Gathering Evidence

From the data feedback from Wolf Fisher and the result of PAT test in week 3 of term 1, I analysed my learners' results and referred to NZCER - Student Over Time Progress Report. This has given me a clear path for supporting them.  It was a very powerful tool for discussion with the learner.  They can see the trend. Learners understand the learning journey.

As TKI  stated that the prime owners of assessment data are the students, and that sharing the data enables students and teachers and parents to work in partnership to improve teaching and learning

This information helped me to keep a close monitor of learners that are at the boarder line.

COMPREHENSION

	Below	Need close monitor	Confidently At	Above	Total students in Year level
Year 8	4	9	1	1	15
Year 7	5	4	3	2	14
Year 6			2	1	3

STAR

	Below	Need close monitor	Confidently AT	Above	Total students in year level
Year 8	4	8	4		16
Year 7	6	4	6		14
Year 6		1	2	1	3

MATHS

	Below	Need close monitor	Confidently AT	Above	Total students in year level
Year 8	1	10	5		16
Year 7	6	5	4		15
Year 6			2	1

Example of student progress report.

Teaching As Inquiry

2017 - Embarking on a new journey - CoL

Teaching as Inquiry - I have chosen Goal No. 4 -

Increase the achievement of Years 1-10 learners, with a focus on Years 7-10, in reading, writing and maths, as measured against National Standards and agreed targets.

Throughout my journey this year I will be following the Maniakalani inquiry model to share my experiences, success
and difficulties encountered.

For my Inquiry this year (2017) I will work on developing strategies to empower my year 7 & 8 students to act on their learning.

My question is: How will  my practise develop /enhance student agency - giving them power to act on their learning to raise their  achievement/at NS..

Whakatauki

Ehara taku toa i te toa takitahi engari he toa takitini.It is not my strength alone, but the strength of many that contribute to my success.