Burst & Bubble 2019

Burst & Bubble 2019

The catalytic aspect of student learning my inquiry focused on this year was to promote deep thinking and understanding in reading, writing and maths by promoting dialogic teaching and learning in my year 7 & 8.

I identified this as my focus when I noticed that the data are fluctuating - as we say the summer effect.  How can I maintain that fluctuation and I know that summer blogging is happening but I think it is more to it.  This was evidently clear from the Wolfe Fisher Research Centre’s presentation earlier this year.  Although many of our students demonstrated shift in their achievement from Term 1 to Term 4 in 2018, they were still landing below the National norm for their age group.

The sources of evidence and data I used to build a rich picture of my students’ learning were PAT Reading and STAR assessments, Probe data and observational anecdotal notes of student oral reading and group interactions. 

The main patterns of student learning I identified in the profiling phase were they are very good answering questions about superficial questions. They can talk about what is happening in the text but can’t go deeper. At times they don’t express their thinking and struggle to logically explain their thinking. 

I realise there is a huge need for higher order thinker and to be more critical delve deeper into the text.

And there is a huge need for higher order thinker and to be more critical delve deeper into the text.

My profiling of my own teaching showed that I had strengths in providing students with opportunity to talk through planned hands on activities that promote discussion/conversation. I used texts that of high interest to my students.  But that my students would likely make more progress if I developed conversation that challenged their thinking to dig deep into the text or situation. I particularly promote comprehension strategies that resonate with my students, such as thinking aloud and making connections - text to self, text to text and text to the world.  I recognise individual’s ability and able to design learning to meet individual’s need.  

But that my students would likely make more progress if I provide opportunity for discussion where they freely talk without feeling the need to give “the right answer”. My students would be more confident to participate in the discussion if I give them talking frames 

The changes I made in my teaching were taking more time to plan what I wanted the outcomes of our reading sessions to be before, during and after a text was read. I used the deep dive into text reading strategy. This enable the students to read the text with a more focus purpose and know they will come back to discuss as a group. This discussion and conversation give each other opportunity to bounce ideas. 

The literature/expertise that mostly helped me decide what changes to make was the ongoing CoL PD offered by Dr. Jannie van Hees. I also attended two. 

Dr Aaron also shed light everytime we have CoL meeting. It made me reflect on what I did in class. 

The easiest and hardest things for me to change were…..  

Some changes I made along the way were I gave the reading materials to the students to read before coming to the table for discussions.

The use of structured talk eased and become free conversation. 

It was hard to begin with as students are too subconscious about sharing ideas. Sometimes the content is not related to the students interest. 

It was hard for me to reduce my talking and to allow the students to lead. But I became better, however, I always come in to heighten the conversation. 

Overall I would rate the changes in student learning as moderate. When I am in the classroom, the students knew it was deep dive. It became a common langage. However, I still need to work with them on deeper level thinking and thinking outside the box.   

The evidence for my rating is from my observation and talking with my students. 

The most important learning I made about dialogic teaching and learning was the importance of conversation along the way. The need for students to use vocabulary is  absolutely essential. However, the support they have from each other was phenomenal.

Dialogic Teaching and Deep Dive in Text

Why I choose to use this approach?

Talanoa, Talanoa, Talanoa is crucial for learning or conversation, conversation, conversation.

The ability to communicate or talanoa is a social skills that all children need to master. They can do this with the support of adult by prompting them, guiding and practising. 

This week we embark to talanoa by using DEEP Dive into the text. This strategy has a set structure to follow. The great thing about this approach is that, the students read the text first before coming to the discussion table. 

It is about preparing for discussion, prompting, guiding and practising the approach with the hope that ignite and create deep thinking about text.

Dialogic Teaching and testing

Term 2

Week 1 to 4 of term 2 was spend on PROBE AND GloSS test.

The PROBE has provided myself with greater understanding of how my students engage with text. It was a good opportunity to see the reading behaviour and how students try to making meaning out of the text. 

It has given me a great insight on how to plan my talanoa/dialogic teaching to cater for their learning needs.

During the GloSS assessment (Global Strategy Stage) in maths, I see the frustration of my learners in trying to understand the question and to transfer it to a mathematical thinking to solve the problem. 

This has given me a great opportunity to focus on developing talanoa or talk on how to unpack the text we read. 

Again I asked myself 

Will dialogic teaching improve the quality of classroom talk/talanoa as a means of increasing students’ engagement, learning and achievement is reading, writing and maths?

Term 1 Reflection

Term 1 had been a great term for teaching and learning-
 I felt that I have a good understanding of my learners and had set a good learning atmosphere, however, I felt that the Year 7 were very slow to tune in to what I have tried to established in our learning space(or should I say we have tried to establish). I see a lot apprehensive learners, some students were sacred to be involved but I hope that will pick up quickly in term 2.
I have to work on my relationship with these students.

THE DEEP DIVE -
- Because the reading materials was topical, it was good motivational for the students and they talk a lot - especially for the Christchurch tragedy.   
- Having them to read the article before hand was great practice and they have something to talk about.
- Developing reading fluency was a need for most students, however, they did not like that as they are too self- conscious of each other.
- We are still learning to independently lead the discussion in the Talanoa Group.
- Getting students to think deeper and outside the box about what the articles says is still a long journey for us.

My Inquiry Focus

From the data analysis and discussion with Debbie, I decided to focus on Achievement Outcome 4 - To raise achievement of Years 7 to 10 in Reading, Writing and Maths as measured against agreed target. I focused on my target students that been identified by the school. 

My Question: - To develop dialogic teaching, together with talking tools and signals (talk moves) to improve students’ oral language, confidence and participation in learning.

I am excited to explore and look for opportunities to make a life long impact on my learners and hopefully lead to successful and happy future. I am open to learn and change my practice to maximise the learning of my students.  Happy journey 2019.

Maths in Action

Community Maths Approach

Based on DMIC, I have mixed ability groups . I established 4 talanoa groups  - I used talanoa because it's a Pasifika word for talking/conversation/meeting to discuss . I spread the students so there are expert and different levels of ability in each talanoa group. 

The Maths Process

1. Unpack of the Learn, indicators, Assessment/Reflection
2. Basic fact drill - use of material and online tools
3. Problem  unpacked together, finding key information. What is the problem asking for.
4. Individual time on the problem, then sharing, discussing and supporting.
5. Reflection  - Questioning.

My focus is to teach my students these steps. It was not easy. The capable learners were keen to help but they were not helping as they tend to tell the others what to do. The less capable ones were apprehended to seek help and tend to rely on the expert. However, we keep trying.

My Hypothesise

My Hypothesis

Having delved into the data and creating profile of each learner (target students especially) I want to take the learning conversation to the next level as I think that my students are struggling with expressing their thinking and having a proper learning conversation that can build up their learning.

The beginning teen is an issue. The students are very self conscious. This is a big social issue that I see that hinders learning ability.

Learning disposition is still a major issue.

Intervention in Action - Deep Dive into text

Deep Dive Into Text

With dialogic teaching as an over arching umbrella, I incorporated the deep dive into text, a  reading strategy from Dr Jannie van Hees. 

Students were given the article to read, individually. 

They have a template to record their thinking.  Then they come to their Talaoa group (Talking Group or Discussion Group) to unpack the text together. 

It wasn't an easy journey for the students. First it was a new approach to reading. The article were not familiar to the students - reading non- fiction text is different. However, they were topical ideas. Some students was aware of it being in the news. 

Our first try of this was during the Christchurch tragedy. It was a catchy news for them.

I like seeing everyone bringing something to the Talano/discussion. However, there is a need to support the students to bring about the deeper understanding. 

More to come on deep dive

Let’s unpack the ‘story’. Let’s ‘deep dive’. 

Where in the world?	What I’ve found out about this place:
Information in news item I explored further:	What I found out:

The main points in the news item:	Theories/explanations in the news item:	Wonderment points:	My thoughts:

Significant word groups:	Unpacking the meaning:

Reading in Action

New Approach for Reading

Following the discussion an PD with Jannie, I was ready to employ the DEEP DIVE approach to reading. Fortunately I have a very small number and had to form 2 groups only. This is called the TALANOA GROUP - 1 & 2. (Talking Group)

The reading materials are news article.  Jannie helped with selecting the articles. We both look at what is topical at the time. 

- Students are give the article to read first before coming to the talanoa (talk)  - often the day before    - They have to complete the guided form before coming to the talanoa  - this is the guided reading time. But instead of the teacher doing the talking. The talanoa group are sharing and questioning about what being read.                                                                                                                               Through this talanoa, I as a facilitator come in to help them unpack the text and add in deeper questions to the conversation.                                                                                                                     - a good 30 minutes is spend with each talanoa group - 4 times a week.                                                   Through these talanoa, meaning is unpacked, vocabulary building is happening, developing correct phrasing and reading fluency and other grammatical needs that may arise. These are done through collaboration and cooperation.

This reading approach was implemented in Week 6 of term 1.

 

More Thoughts

Further Testing and Focus Observation

Having looked and analyse the data, I also observe the learning behaviour of my students. 

For a week I observed the participation and contribution to learning of my students with particular focus on my target learners. I tracked their work daily and checked their home learning for the week.

From 11 - 15 MARCH 2019, this is a summary of what I recorded.

From this informal observation, I learnt that they seek each other's help in maths but not so much in literacy. There was a lot of distraction and incomplete work. 

Therefore, I need to develop their learning habit and teach learning conversation.  Overall from the data, Reading and writing do not show huge fluctuation as it is in maths. This is another sign post for my inquiry and my hunch.

Profile of Learners

I have chosen  the students below to be my target students for 2019. The reason for choosing them are:-

- they are just below for maths.Their reading are fluctuating but within the PAT band.

- The over time record of their PAT shows fluctuating in their progress.

- My concern is that they are able/capable to maintain their progress over the summer holidays and over the course of the year.

The writing, I wonder about teacher judgement. The result from writing is also fluctuating. I want to investigate into the marking that we teachers do.

Click on each name to learn more about the child’s.

Sia .  Kesa .  Lili .  Dianne  Charis .  Sateki .  George

Hunches About Teaching and Learning

Looking at the data from the PAT Student Report Overtime , it is evident that
students' achievements are fluctuating from year to year and even from February
to November of the same year.

The question is what is happening over the course of the year? OR is the summer effect
still a great impact on my students progress?

For Writing - The student Result Summary over the years has indicated teacher judgement is fluctuating too. I am trying to make sense the progress that some of my target students made over time. Was it good teaching or was it a wrong judgment.

I look at my students (the target students in particular) These students and majority of my learners come into school below the expected norm. All they do is playing catch up in learning. By the time they get to Year 7 & 8, the nature of development and looming teenage years has huge impact on them. I always noticed that the Learning Disposition is their enemy and so to me. I tried tirelessly to be encouraging and support my learners to be serious about their learning. I think, there is something I am not doing right.

2019 Journey