Throughout this year I have focused on growing the self efficacy of group of reluctant writers. As I could only capture 6/8 responses in the T1/2 data comparison I chose to use the data of the same 6 students in T3. Notable changes in responses have been highlighted in yellow. I growth in content specific information that was emerging at the T2 checkpoint has continued to evolve, and there is a general consensus that in order to be a good writer across the learning areas you need to understand what it is you are being asked to do so that you can use your words to talk about and write about your thinking.
Changes I have noticed in class:
Target Students:
- settling to work quickly is the norm
- questioning is for clarity
- increased levels of confidence
- working with a buddy has once again become the preferred option at planning time with active engagement in talk/learning conversations
- continued positivity towards new learning
- work completion is the expected norm
- increased levels of risk taking
- sharing work with class is the norm
- praise is owned and sought
- strengthened connections to the learning through engaged talk
Me:
- positive praise linked to previous success to engage reluctant writers
- overlooking the behaviour that accompanied disengaged learners and focusing on the task ahead.
- continued explicit instruction
- increased front loading time so that stronger connections could be made
- timetable changes to allow time for work to be completed
- following the same teaching sequence meant familiarity with the process allowed me to reduce the level of scaffolding
- increased talk time for planning
- high expectations
- repetition of content specific language in context
