What the Research says...

With technology at my fingertips and time not on my side, I prompted Gemini to undertake a deep research to find out more about why teacher confidence levels drop when faced with implementing new learning. 

Click on image to hear the audio overview of full research findings

This is my summary of the findings...

The decline in teacher confidence during the implementation of new learning initiatives is a predictable reaction caused by challenges to personal competence and structural deficiencies like planning time pressures and knowledge gaps. Teachers initially find themselves juggling  anxieties where they worry about the changes needed to be made to routines, alongside professional fears associated with the uncertainty that comes with stepping into the unknown. 

As implementation begins, the concern shifts to logistical and structural constraints where concern connects to the amount of time needed to be prepared to teach the new approach. This efficacy dip is often worsened by perceived external and internal pressures to find the success quickly. PLD must be ongoing, curriculum-specific, and designed to close identified content and pedagogical knowledge gaps, moving away from generic, one-size-fits-all training. Time for reflection, implementation, peer and self observation, and skill practice should be allowed. Everyone learns at their own pace and recognising this is important. What has made the implementation of sound practice in structured literacy more fragmented for my team is the fact the Year 4-6 kaiako have had separate sessions from the year 7/8 kaiako. Different online delivery options has meant a similar message has been shared but as I attend one and most of my team the other, there are bound to be gaps in our shared learning which in turn has lead to levels of uncertainty being higher as I have always been two days behind in my own learning and unable to effectively support my team as they begin each new learning journey.

As a leader fostering a buffer against the cognitive and emotional load is vital is success is to be found and a genuine buy-in to be established. Allowing my team complete agency and control over their implementation decisions within their classrooms has meant we have come back together again with a stronger connection to our new learning. Confidence is emerging and as a result mentor observations to gather a baseline picture have begun. It is only now that I can begin to look for the opportunities being provided for their learners to be creative when undertaking structured literacy learning. I look forward to see where this takes us as the term progresses.

Research 1: Why 'create' so important...

To explore the importance of creativity in education I asked Gemini to carry out a deep research for me based on the prompts I gave it. The findings below are my words but are based on what Gemini generated. Sites I retrieved information from have been linked but this summary of my reading does not reflect all the sites I visited as a result of my initial search.

Creativity is a core building block in education. It affects how students think and turns learning from simply remembering facts into a fluid connection to the learning. When looking at it through the lens of school, creativity means a student's ability to come up with new and valuable ideas, solutions, or tasks. This often involves thinking outside the box, using their imagination, and being willing to take risks and try new things. It empowers students to think differently, look at problems from all perspectives, and create original answers that strengthen their connections to the learning. 

Image retrieved from here

Creativity helps prepare students for the future. In our ever-changing world, the ability to adapt, innovate, and solve problems creatively is essential if the students we teach today are going to find success tomorrow. Creativity improves learning outcomes when the learning is engaging, meaningful, and relevant. This is the catalyst to keeping our students motivated as it provides the opportunities needed to deepen their connections to the new learning.

In the past, literacy was seen as a foundational set of reading, writing, and counting skills. The 21st century has transformed this thinking to meet the demands of an increasingly digital, interconnected, and information-rich world. UNESCO defines literacy as a continuous process of learning and proficiency in reading, writing, and using numbers throughout life. This encompasses the ability to identify, understand, interpret, create, and communicate information effectively in a rapidly changing global environment. This leads to a deeper comprehension than simply processing words and phrases at a linguistic level.

The article 'What is creativity in education?' by Tim Patston, retrieved from the The Education Hub, states that 'Creativity is producing something new, relevant and useful to the person or people who created the product within their own social context.... Something that is very creative to a Year One student – for example, the discovery that a greater incline on a ramp causes objects to roll faster – would not be considered creative in a university student.... Creativity is valuable in education because it builds cognitive complexity... it relies on having deep knowledge and being able to use it .... with an existing set of knowledge or skills... to increase both knowledge and skills. It develops over time and is more successful if the creative process begins at a point where people have at least some knowledge and skills'. The sentence in bold is the one that resonates most with me when I apply it to my structured literacy context. I refer back to my previous post where I explain how we are using creativity to build on the known.

Nicole Krueger's ISTE blog post from 2022 states that creativity motivates kids to learn because 'when students are focused on a creative goal, they become more absorbed in their learning and more driven to acquire the skills they need to accomplish it'. This post reaffirms my initial thinking that we need to continue to harness the digital affordances a 1:1 chromebook class has to offer as we navigate our structured literacy journey by stating that 'teachers who frequently assign classwork involving creativity are more likely to observe higher-order cognitive skills — problem solving, critical thinking, making connections between subjects — in their students. And when teachers combine creativity with transformative technology use, they see even better outcomes'.

This deep research has allowed me to gain a deeper understanding of my topic. I will be continuing my journey to explore the importance of creativity in learning in my next post. 

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Teaching as Inquiry 2025...

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Teaching as Inquiry 2024

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Implement and Try #1...

I am a firm believer when it comes to the effectiveness of professional learning development (PLD) is that when a team walks the journey together it becomes a journey that has life. PLD done alone or in isolation is much harder to keep going as there is no one to bounce ideas off, share successes, problem solve when it doesn't quite go to plan or to keep you on track.

With new team members there is always the challenge of getting everyone on the same page. With this thinking in mind at the end of Term 1 I got my team together and suggested the idea of an 'in house' literacy PLD day. In my team leader role I spend time in each room coaching and supporting my team in their literacy practice. This traditionally was always on a 1:1 basis which meant I wasn't using my time effectively and ended up repeating myself a lot. We all agreed to use a CRT day, and despite the logistical nightmare of ensuring everyone was released on the same day, we went ahead with the full support of our management team. 

With a wide range of teaching experience in my team I chose to start at the beginning by looking at how we are using the data to inform our planning through to the scaffolds and words we are using in front of our tamariki. You learn better when you physically do the task so I asked my team to see the learning through the eyes of our learners by taking them through the lessons. This provided us with clarity, a shared understanding of what procedural writing looked like and how to use the strategies I was sharing in context. I would like to take this opportunity to thank my team for approaching the day with open minds and a willingness to actively participate.

The DLO below shows what we covered. Some links are restricted to keep student anonymity. The aim of the day was to set us up for success in Term 2 by leading a guided planning session for the first three weeks of literacy. 

As with anything you try for the first time there is always an element of risk. I didn't want to undervalue what my team was bringing to the table but I did want to streamline our process by helping everyone make connections to our 'why' as well as our 'how'. 

At the end of the day I asked my team what their takeaways were. Their anonymous responses are below:

Teacher A 

• How explicit things are if you show and tell - you learn by doing it
• Foundational basics are important
• Refer back to the data

Teacher B

• How to unpack a text type - going back to basics
• Tapping into prior knowledge and data
• Gallery walk
• Working in pairs
• The power of talk

Teacher C

• Prior knowledge shows me what the students already know
• How to model explicitly eg- time connectives
• How we can combine reading and writing together - integration
• What to focus on when you teach a text type
• How to use the data

Teacher D

• Going back to basics
• Integration of planning
• Clarity in planning transfers to the lesson
• How to use the data

As you can see the responses were different as we connect best to what resonates with us and what we needed to learn or be reminded of. Going forward as a team we have decided to continue with this type of PLD, only this time covered in our team meetings. It won't always be a literacy focus and it won't always be led by me. We have a great skills set in our team that we can tap into, after all we learn better when we learn together.

Looking at the Research...

Professional learning development (PLD) refers to the ongoing process through which educators acquire the knowledge, skills, and attitudes necessary to be effective in their roles. To support the reasons behind this inquiry I have looked at the research to further inform my thinking. The notes below are written are summaries of the key points I took from these readings.

Teaching is a complex and demanding profession that requires ongoing, high-quality support and training. Professional learning and development (PLD) is essential for maintaining and improving teacher quality, with the primary goal of enhancing classroom practices. In 2009, schools faced challenges in allocating enough time to fully integrate new practices, which frustrated teachers.

In New Zealand, publications like the Ministry of Education’s Best Evidence Synthesis (BES) and John Hattie's work highlighted the importance of teacher quality in improving student achievement. Professional learning encompasses what teachers have learned from formal development and the informal knowledge they gain through feedback, discussion, reflection, and action. Effective PLD is diverse, linking directly to classroom practice to ensure practical application.

Principals who were actively involved in the learning process, participating as learners themselves, facilitated professional discussions with staff based on shared knowledge. Teachers felt more committed to changes when included in decision-making and valued opportunities for professional discussions, idea sharing, observing peers, and giving and receiving feedback. This interaction influenced their thinking and led to improvements in teaching practices. - Managing Professional Learning andDevelopment in Primary SchoolsJanuary 2009

Professional development (PD) for teachers should be practical, relevant, and fit into their busy schedules. It should empower teachers to lead in curriculum development and confidently manage classroom demands with confidence. PD must address teachers' needs, fostering collaboration and reflection. The most effective PD values teachers' experiences and offers ongoing support. When teachers are at the centre of PD, they more easily become reflective and transformative professionals capable of shaping curriculum and education policies. - Empowerment . . . through professional development set 1997: no. 1

With the belief that abilities are set in stone, individuals with a fixed mindset might not invest in continuous learning or skill development. This can lead to stagnation, where they find themselves left behind in rapidly evolving fields or areas of life.- Growth vs. Fixed Mindset: The Implications for Leadership and Innovation . 

Further Reading:

• The impact of data use professional development on student achievement MK Lai, S McNaughton - Teaching and Teacher Education, 2016 

• Professional development, changes in teacher practice and improvements in Indigenous students' educational performance: A case study from New Zealand - R Bishop, M Berryman, J Wearmouth, M Peter… - … and teacher education, 2012 

Listening to my Learners...

Collecting student voice is one of the most powerful forms of feedback. As the strategy of word gifting was new for us I wanted to see if my thoughts aligned with the thoughts of my learners. To capture this I shared a Google form with the students in my reading groups. The slides reflect the responses.

The questions I asked were:

• What did you like about the vocabulary gifting in Reading?
• What might you do differently to get to know the new words in Reading?
• How did this help you in the Representation topic?

Implement and Try#2: Word Gifting...

I have been approaching my inquiry into word consciousness as a whole language focus and not simply looking for opportunities to strengthen spelling skills. This term I have actively planned for opportunities to adopt the word gifting strategy that Sylvia Ashton-Warner used to elicit key vocabulary. 

Making Reading Meaningful - Sylvia Ashton-Warner and the Language Experience Approach by Sherron Killingsworth Roberts points out that by embracing some of the guiding principles for practice of Sylvia Ashton-Warner’s work in developing the Language Experience Approach (LEA) we can strengthen the connections our tauira have to the more challenging topic based vocabulary needed to make sense of new learning. The principle that resonates most with me is to offer ongoing, authentic language and literacy experiences, including lots of opportunities to speak, listen, read, write, and think about their own and others’ words.

In my reading program this term I have been focusing on the concept of representation in texts. This unit was designed as part of the T-Shaped literacy PLD that I have been on with the University of Auckland for the past two years. In each unit there is a vocabulary component that we up until now have unpacked as a class. This time around I decided to make a few changes, with the most powerful change being to gift the content specific vocabulary to my learners. 

The first thing I did was to create a list of the words and their definitions. These were then cut up and placed face down in front of the groups. After everyone physically selected their card the next challenge was to find the their partner by matching the word to its meaning. We needed to establish ownership of these words so the challenge to use their specific words twice each reading lesson was laid down. To ensure this happened my learners were asked to bring their word to every time we had reading. These word cards were not pretty or laminated but became a part of every reading lesson as along with ownership came a sense of responsibility.

No one immediately connects to a word so each pair was given the challenge of introducing their word to us. The details of the challenge are on the slide below.

What I found was that strong connections were made by the owners of these words. This was evident in reading responses, extended discussions and questions asked. What I wasn't expecting was that every student in the group could use every word accurately and in context. The example below from team 1 shows how these words were used in context accurately and effectively.

With the success I found in reading using this strategy, I decided to transfer this challenge to our science inquiry. Again, ownership meant connections and connections meant explanations of experiment outcomes were explicit. This is definitely an activity I would use again as it was unique, purposeful and fun.

Linking my Inquiry to the Literature....

Share academic or professional readings and explain how they and other sources helped you form hypotheses about aspects of teaching that might contribute to current patterns of learning.

Teaching Spelling in Primary and Intermediate Schools - Link to article

'Spelling is key to success in writing... In the intermediate years, spelling and handwriting combined (together labelled ‘transcription skills’) account for 41% of the difference in students’ writing fluency. Working memory is limited in its capacity which means that if transcription skills – spelling and handwriting – have not been practised to automaticity, these will likely occupy all of working memory and prevent the student from thinking about other things, such as the ideas they wish to express.'

Reasons why spelling impacts on students’ writing:

• Misspelled words may blur the writer’s message and could influence teachers perceptions of the student’s ability.
• Lack of spelling knowledge may lead to a student avoiding certain words
• Spelling difficulties may affect student confidence about their ability to write, which in turn may impact on motivation and cause them to avoid writing practice

• Spelling supports decoding as it allows students to hear sounds in words and represent them with letters and orthographic patterns (the ways sounds are spelt).  
• Key learning in a spelling program (explained here) should include phonemes, graphemes, vowels, consonants, syllables, digraphs, morphology, and etymology. A challenge because of the 44 sounds (phonemes) in spoken English, the 250 ways to write those sounds (graphemes) and the facts that many of these sounds can be represented in more than one way.
• Teachers should follow a spelling programme to support teaching of spelling patterns and rules.
• Students need to practise retrieving knowledge from memory before it needs to be taught again. 
• 10 minutes of spelling instruction every day is more effective than longer less frequent lessons - guided reading allows opportunities to revisit this learning at the right level.

What to teach...

• Phonemic awareness (listen for sounds and syllables in words)
• Sound-to-letter patterns and relevant spelling rules.
• Use lists of words with the same sound-to-letter correspondences (not randomly spelt ‘essential words’).
• Morphology– the study of meaningful word parts (eg: adding prefixes and suffixes and how they change word meanings)
• Latin and Greek roots
• Etymology– the study of word origins.
• Identify the anomalies of written English

Joy Allcock' example of senior primary spelling program...

• Day 1: Sound or rule for the week
• Day 2: Word meanings
• Day 3/4: Segmenting and write words with the spelling pattern
• Day 5: Dictation

Effective Vocabulary Instruction - Link to article

'Vocabulary knowledge is fundamental to reading comprehension; one cannot understand text without knowing what most of the words mean... The amounts of difficult words in a text predicts text difficulty, and a reader’s general vocabulary knowledge predicts of how well a reader can understand text.... The goal of all vocabulary teaching is for students to be able to use new vocabulary fluently and purposefully in speaking, reading, and writing. This is best achieved through a combination of explicit instruction and opportunities for meaningful practice,  both during literacy instruction and across the curriculum'

• Vocabulary knowledge is a strong predictor of reading comprehension by Year 5, and by Year 8 it is the main predictor of success. Research has shown the gaps and disparities between high and low achieving students widens as students in these year levels require higher levels of word knowledge in order to infer new word meanings, make meaning and find success. 
• Whole class teaching has been shown to be just as effective as small group and one-on-one interventions, and short sessions (of 20 minutes or less) can be just as effective as longer ones.
• To achieve students need to learn about 3,000 words per school year.
• Vocabulary knowledge is the key to progress in literacy, and in all other curriculum areas. 

Incidental learning and explicit instruction

• Incidental word learning occurs within the context of reading
• Teachers should model use of sophisticated vocabulary across the curriculum and in instructional language
• Use the think aloud strategy to define words and reflect on the author’s use of a word in a text.
• Explicit instruction in word meanings is essential as a deficit in vocabulary knowledge will prevent inferences from being made.

Selecting words to teach during literacy instruction and across the curriculum

• When planning a unit consider vocabulary challenges to identify which words that need explicit instruction.
• Use a three-tiered system to decide which words need to be taught explicitly:
• Tier 1 words are common, everyday words used in oral language
• Tier 2 words are more wide-ranging, specific used in written language more than in conversation 
• Tier 3 are content specific 
• Tear 2 words are the words that will need to be targeted for explicit instruction.

What to teach...

• Correct pronunciation, the written form, and an understanding of the word’s meaning are key priorities
• Greek and Latin roots
• Affixes

How to do this...

• Be clear and explicit when discussing word meanings
• Repetition to consolidate
• Use visual representations of words to aid memory
• Provide opportunities for students to pronounce the words themselves
• Finish a sentence which uses the word
• Act out word meanings
• Unpack sentences with the word that do and do not, make sense
• Identify examples and non-examples of the word’s meaning. 
• Find synonyms and use in context

The Role of Motivation in Learning - Link to article

Motivation is what ‘moves’ us and is the reason we do anything at all. It is an orientation towards learning. Motivation can be intrinsic (motivated by enjoyment) and extrinsic (motivated by reward). For teachers, a lack of motivation has long been one of the most frustrating obstacles to student learning. 

How to do this... 

• Set goals - performance and mastery
• Be aware of self efficacy - the extent to which a student values learning a skill or concept directly impacts their effort and mastery of that skill or concept. 
• Normalise the struggle 
• Encourage the importance of asking for help
• Students who believe that they can succeed are more likely to reach their goals.
• Use the analysis of the student survey 
• Remind students of the purpose behind the learning
• Allow for visual connections to be made

How these readings helped me to form a hypothesis... 

My hunch at the start of the year was that my learners opted for the safe and known when selecting vocabulary to use when asked to write independently. It is the fear of making errors that decides the levels of self efficacy. If you begin school with a vocabulary deficit the gap only widens as the depth of learning increases. To help overcome the low self efficacy and reliance on the use of everyday words I see from these readings that I need to be actively planning for more opportunities for word consciousness to be explicitly taught. This term I did the training and will be introducing 'The Code' spelling programme to support the teaching of spelling patterns and rules, something suggested in the article, 'Teaching Spelling in Primary and Intermediate Schools'. 

Much of what I have read affirms the direction I am taking, with my biggest takeaway being the amount of time I need to spend focusing on word consciousness. To date we have been spending longer but less frequent periods of time on these lessons, so I will be increasing the frequency and decreasing the amount of time spent on each lesson. I now need find out if I am motivating my students to want to use more challenging vocabulary, not because I want them to, but because they realise they know how to do this and want to take risks in their writing.

Teaching as Inquiry 2023

Click here to see how I align my inquiry with the Manaiakalani framework.

“Recognising and spreading sophisticated pedagogical practice across our community so that students learn in better and more powerful ways...”

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PLD: Supporting students to become confident and competent spellers - Louise Dempsey

To grow our own knowledge and strengthen our connections to teaching phonics, morphology and spelling conventions Dianne and I signed up to the PLD: Supporting students to become confident and competent spellers run by Louise Dempsey.

Aims of the two workshops:

• Develop subject knowledge about phonics, morphology and spelling conventions

• Unpack the progression of skills (phonics, spelling conventions, and morphology)

• Learn high-impact strategies and activities to teach word and sub-word level skills

Here are my notes

My takeaways:

• Spelling is an obstacle that gets in the way of reading and writing. However it is a learnt skill that can be taught and is an integral skill to make meaning. If learners can spell, they can read and write.
• Children need a decent bank of words to allow them to pick up and use a wider vocabulary
• Confidence comes when children can hear identified sounds
• Encourage self correction
• Phonics and spelling patterns are crucial for our students when writing
• Fluent writers need to be aware of spelling conventions, morphology/affixes and word origins
• Decode in reading and encode in writing by applying rules
• Spelling skills are learnt progressively - the list below was unpacked with valuable examples that are recorded in my notes
• Phonics: letters and sounds
• Analogy: rime eg: cat/sat/mat
• Try: say - listen- write -try and underline to show unsure = taking risks
• Analogy and affixes help strengthen vocabulary eg: look/looks/looked/ looking
• Spelling conventions: rules
• Morphology: know affixes and how to add them to base words
• Word origins eg: bio = life + ology = study of so biology = study of life

After attending these sessions Dianne and I decided we need to co-construct with our learners a 'working' wall display that we build alongside our learning of morphology, spelling conventions, phonics at our level. This not only makes it visible, but also makes it rewindable.

Resources to support development of word consciousness:

• Spelling bank - Link
• The Literacy Place books - Link

Professional Readings...

Reading for Pleasure — A Door to Success...

Link to original text

'Aside from the sheer joy of exercising the imagination, research shows reading for pleasure improves literacy, social skills, health, and learning outcomes.' The National Library Trust (UK), defines reading for pleasure as 'Reading we do of our own free will, anticipating the satisfaction we will get from the act of reading.' There are a number of benefits of RFE that are identified by the National Library article, Reading for pleasure — a door to success, but I would like to highlight the fact that RFE helps to develop positive attitudes towards reading and increases self efficacy, which as we know breeds success in reading and across a wider range of learning areas. If you feel you're good at something you’re more prepared to engage.

• Opportunity for choice = motivation
• Frequency, duration and increases reading mileage
• Stimulates imagination
• Academic success 
• Engagement
• Stronger social and oral skills
• Positive reading attitudes
• Self-confidence as a reader

The students we teach now 'will need literacy to feed their imaginations, so they can create the world of the future.'

Why is reading for pleasure important?

Link to original article

Books and reading transform lives and enrich our communities. Research cited in this article also shows that reading for pleasure at school is strongly influenced by relationships between teachers and children, and children and families. Parents are influential in developing early reading for enjoyment, and if books are valued from a young age, this is likely to continue. We need to take a collective and collaborative approach across school and community. Exposure to a wide vocabulary helps children absorb and connect to information across the curriculum. 

The Benefits of Reading for Pleasure

Link to original text

'When a reader is lost in a book... it develops the capacity to engage... visualise meanings, relate to characters, and participate in making meaning.... it develops the capacity to experience the world from other perspectives' 

One idea I took from this article that will help me promote RFE is to be seen as a fellow reader by my students. The idea shared here was to put up a sign eg: “Mrs A is reading _____.” The article suggested I share not only texts I choose to read for pleasure but also suggests I share that I am reading the texts my students like to read to help to foster informal opportunities for us to talk about a wider variety texts. My biggest takeaway from these readings is if we are to develop reading for pleasure habits in students we need a collective and collaborative approach that allows our tamariki to see role models at school and at home who value reading. 

Qu 7: Readings to support my hypothesis...

Share three pieces of academic or professional reading and explain how they and other sources helped you form hypotheses about aspects of teaching that might contribute to current patterns of learning.

If I want to use Talk Moves in maths accelerate student confidence and capability to use spoken and written maths vocabulary and language I need to make sure I have set the norms that allow for academically productive talk to take place.

'Students explain their ideas in detail with evidence... listen carefully to each other with respect... evaluate their own and others’ competing ideas.... are intellectually engaged.... Talk is not an add-on... it is a critical component of the lesson... that allows students explore ideas and use evidence to build and critique academic arguments.'
Page 13 of this reading suggests four goals that might support me in providing a learning environment where academically productive talk to take place

1. Individual students share, expand and clarify their own thinking
2. Students listen carefully to one another
3. Students deepen their reasoning
4. Students think with others

Michaels and O'Connor (2012)

Talk Science Primer

Instructional strategies are the tools of effective practice. They are the deliberate acts of teaching that focus learning in order to meet a particular purpose. Instructional strategies are effective only when they impact positively on students’ learning. Teachers need to be able to use a range of deliberate acts of teaching in flexible and integrated ways within literacy-learning activities to meet the diverse literacy learning needs of our students. These deliberate acts include modelling, prompting, questioning, giving feedback, telling, explaining, and directing.

Effective Literacy Practice in Years 5 to 8, p. 78

 

Oracy is defined as ‘the ability to use the oral skills of speaking and listening’.... Spoken language is... of equal importance to reading and writing.... we need to make our classrooms talk-rich environments where every child is encouraged, expected and supported to develop a range of effective speaking and listening skills in a range of contexts.... Strategies for talk need to be in place to promote the transfer of knowledge, skills.... In practice this means there are two aspects to oracy, each equally important: learning to talk (oracy education) and learning through talk (dialogic approaches to teaching and learning).

Mannion, J. (2020, October 19). Oracy in The Learning Skills Curriculum: Rationale. Oracycambridge.Org. https://oracycambridge.org/oracy-learning-skills-rationale/#_ftn44

Teaching as Inquiry 2021

Click here to see how I align my inquiry with the Manaiakalani framework.

“Recognising and spreading sophisticated pedagogical practice across our community so that students learn in better and more powerful ways...”

The Manaiakalani Community of Learning is working together on this task using the expertise existing in of our community of learning. 

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