Update from Rebecca Jesson and Aaron Wilson (WFRC):
Articulating how and why what is proposed will test the theory is called theory testing. This is something researchers do on a regular basis. You need knowledge to know what to look at to formulate a causal chain and build your inquiry. Did what you do work and was it because of the reasons you thought or others? Talking about your thinking (theories) strengthens your knowledge of how effective it was. Identify measures that will give rich information about each link in your chain of events. Remember that critiques help us learn.
My next steps:
- Create my visual backward map
- Capture changes in efficacy - (e-asTTle attitude responses)
- Measure shift against cluster writing - (e-asttle writing data)
- Capture how a connection to content words has changed student output
- Capture changes in my teaching - What did I do? Reflect - change
Update from Jannie Van Hees:
Language is a stream of words. Where will you put the lens? Think about what is a major difference maker not a minor difference maker. Be explicit! It is important that the learners play their part. Teachers set conditions. when linked to effort students should be asking 'Am I digging deep enough or am I just doing the bare minimal?' It is important to learn from and with each other - notice and focus. Focus and notice... knowledge is everything - ‘wondering and asking opens up possibilities to know’
Context relevant - Language domains of learners need to be opened. Everyones brains start the same, the difference maker is how the knowledge is fed through and accessed - language in abundance.
- Talk... Read... Talk - use pics with vocabulary to do this (use visuals to make it real).
- Repeat learning availability - repetition without boring.
- Use words on image then just image without words - encourage talk
- Image - where in the world are they… use clues… is it like NZ… how is it the same/different
- Gift learners the gaps of what they don't know - notice and focus…Eg: papuan dance - watch video - notice and focus what leader does - can you work out the dance pattern - T gifts point of focus sentences/vocabulary for children to build on
- Notice and talk…. Notice and focus… read the text to get the details
- Our students have limited vocabulary knowledge framework - we need to expand knowledge base and work in more grammatically complex structures
- Ask my learners why is it important to be able to write?
- Pay explicit attention to vocabulary
- Gift my learners the gaps of what they don't know
- Introduce practise of focus and notice... notice and talk