Exploring Quantitative Data...

The purpose of this inquiry was to evaluate the integration and frequency of 'Create' opportunities, a key component of the Manaiakalani ‘Learn-Create-Share’ pedagogy, within Reading instruction across our kura.

To measure the shift in practice, analysis was conducted comparing:

1. Opportunities explicitly planned for by teaching staff.

2. Opportunities shared via class Digital Learning Objects (DLOs).

3. Qualitative feedback sourced from Teacher Planning in Term 2 and Term 4 

Confidentiality: Due to the identifiable nature of the small learning environment, all data is presented in aggregated and generalised form. Individual teacher or classroom data will not be shared to preserve the privacy and confidentiality of staff, ensuring the focus of this inquiry remains on collective pedagogical practices rather than individual appraisal.

Quanititative analysis of the data indicates a noticeable increase in the provision of opportunities for our tauira to consolidate their reading comprehension and literacy learning through the 'Create' component of the Manaiakalani framework.

The presentation below unpacks the increase in planned opportunities for our tauira to creatively explore their new learning. The detail in the analysis in reflected in the breakdown of the graphs on slides 4, 6, 8 and 10. It is important here to recognise the fact that our staff have a wide range of teaching experience ranging from less than one year to thirty plus years. It is also important to note that everyone has put a lot of effort into embracing a new curriculum and integrating new PLD, whilst trying hard not to throw the baby of 'create' out with the bath water.

The following factors are hypothesised to have contributed to the observed increase in 'Create' opportunities:

• Recognition that 'Create' extends beyond digital products to encompass various non-digital outputs.
• Completion of Structured Literacy Professional Learning and Development (PLD).
• Targeted staff meeting on the Manaiakalani ‘Create’ principle.
• In-class support provided by Manaiakalani facilitators.
• Active sharing of 'Create' outcomes in team meetings.
• Increased utilisation of blogging as an immediate output and sharing platform.
• Elevated kaiako confidence in teaching Structured Literacy.
• Improved kaiako confidence in utilising digital capabilities for task design.
• Increased staff ownership of accountability for pedagogical integration.
• Active planning for 'Create' opportunities.
• Effective establishment of connections between new and prior learning.
• Development of greater tauira (student) independence, enabling more complex, self-directed creation tasks.

The following factors are hypothesised to account for areas where the integration of 'Create' has seen minimal change:

• 'Create' opportunities were not explicitly integrated into planning cycles.
• Lower kaiako confidence in implementing Structured Literacy instructional practices.
• Lower kaiako confidence in leveraging digital capabilities for task design.
• Perceived pressure resulting from connecting existing practice to new PLD requirements.
• Initial resistance to pedagogical change within some practices
• Disconnects between teacher expectation and tauira capability, particularly concerning the complexity of independent creation tasks.

In summary, this inquiry confidently confirms that 'Create' opportunities are thriving in our kura. We acknowledge the wide spectrum of teaching experience within our staff, recognising that new pedagogical learning often generates self-doubt, leading some to initially favour highly structured, familiar methods. While there is a necessary place for less creative consolidation tasks, the key to effective literacy mastery is 'repetition without boring'. This critical element is demonstrably afforded when students are given agency, choice, and creative opportunity within their follow-up learning.

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.

Describe and Explain the changes/tweaks you have made in your practice along the way...

I began with a focus of how we (PBS) are harnessing the digital to explore the create aspect of structured literacy. Students learn by actively constructing knowledge, not just absorbing it. This involves breaking down, rearranging, selecting, and demonstrating their understanding, so that  as Elwyn Richardson stated, “...whatever was in their mind, whatever they could visualise, whatever they could see, they created...” It is because of the very reason just mentioned, that I felt this is the the most important and catalytic issue of learning for our learners this year. I didn't want to introduce and unpack a text verbally through preset comprehension strategies. I didn't want to be the teacher who asked my students to summarise a text on a graphic organiser then leave it there. I am the teacher who asks a provocation and encourages talk and creativity. I want my learners to show me their connections to the aspects of the text we are unpacking using the plethora of digital tools available to us. Defaulting to substitution in response to a structured learning process does not, in my opinion, open the opportunities to 'empower my students with creative learning opportunities to help accelerate achievement'.

At the start of my inquiry I thought I would look at our school as a whole. This was when I realised I was comparing apples with pears. Many of our junior team facilitate amazing opportunities for their students to create to show their understanding of a text. Their learners are fully engaged and excited to share what they have been doing any time I walk into one of their rooms. The difference between what they do, and what the senior team do is that many of their create challenges are not limited to capitalising on the affordances digital tools provide. Changing my focus to just the senior team was my first tweak. 

When we began our structured learning PLD in Term 2 with our introduction to the program. We then moved forward into Term 3 for our Community of Practice (COP) sessions and began implementing our structured literacy programs. I made the decision from the outset to lead from the front. By that I mean I made a point of finding ways to include opportunities for my learners to show their understanding of the texts read by being creative. What I noticed other members of my team doing was simply trying to get it right with our new learning. I do have the advantage here of having taught structured literacy for a number of years in the UK. I was definitely 'rusty' but felt confident to add in the new elements to my program. Term 3 was not the time to push the 'create' as I needed a team who were strengthening their own connections and that was more important. This was my second tweak as I took the focus of others and focused purely on myself.

When we met to plan for term 4 I jumped on my 'create' bandwagon. With a number of examples under my belt and on my blog I was able to lead by example. Being able to visualise the outcome has seen a huge change in planning content in my team in literacy this term. I am now looking forward to seeing how these initial ideas look when they are finished. The change here is in my thinking. I now realise that adding create opportunities that capitalise on the digital tools we have at our fingertips comes when teachers feel confident of the challenge ahead. 

Implementing Structured Literacy one step at a time: Step #4 - Reading

After attending a toolkit on Gemini Gems run by Matt Goodwin I decided that introducing this in my learning time this might spark another layer of curiosity with my learners. I followed the prompts shared by Matt and jumped in boots and all to help my learners gain a deeper insight to our guided text 'Malala Yousafzai Speech at United Nations Assembly 2013'. 

Below are screen shots of the Gem we used that show my initial prompt and the students interactions with the Gem to support their reading. I used the prompt that Mat gave as the example in his toolkit, so need to acknowledge that it is not my original idea.

I found this to be a really creative way to help my learners make sense of the response questions in ways that helped guide them to where they might find the information rather than simply giving the answer. 

The way this ran in our room was after introducing and modelling how Gemini Gems worked, I put the Gem on my computer and left it available for student use on a central table. This was both a great resource and a really creative way to capture my learners interest in the topic. A bonus was that once the Gem had been used the conversation in groups was richer as new perspectives were shared when some students disagreed with the initial collaborative responses. The learning 'arguments' were evidence based and allowed for the skill of negotiation to be used authentically in context.

I used a Gemini Gem with two guided texts last term and found on both occasions this was a very effective way of strengthening my student's connections with texts they were not familiar with. The feedback from my learners has been captured below.

Create in Inquiry...

Once again with 'create' in mind I planned my Inquiry unit on Dinosaurs with these activities in mind. Pretty much I started at the end of each learning task and worked backwards. What I found throughout this unit of learning was the retention of facts was much more than usual. I know Dinosaurs is always a fun topic to unpack but this time around, student voice told me the activities we did to show our learning were fun and made the facts stick. 

We started by making our very own dinosaur eggs out of salt dough. Who knew an activity usually found in the junior classes would engage my Y7/8 learners so much!

We then hatched our eggs. This roughly translated to opening the eggs and placing them somewhere in the garden for photographing. After discovering our dinosaur fossils we used Adobe Express AI to reimagine our photos to reflect what a real ‘find’ might look like based on where our research of where similar fossils have been found in the past. These 'finds' gave each pair a focus dinosaur to do a deeper research on.

Our dinosaur eggs reimagined using Adobe Express

Kaleb shared an idea that I loved so I changed my planning. He suggested that we show some of our dinosaur research by creating a movie using AI. For this task we used  https://hailuoai.video. The learning here was in the prompts. 

Click here to watch Hasna's movie

Click here to watch Beniz's movie

Click here to watch Dito's movie

Responding to a question in exactly 50 words. A fun way to encourage students to be succinct in their responses and provides a great opportunity for rich discussion to evolve.

Brooke and Mareta's Google Vid to showcase their research on Mary Anning

Implementing Structured Literacy one step at a time: Step #3 - Reading

Using texts suggested in the Refreshed English Curriculum for Year 7-8 this term has allowed me to experiment with aligning my learning in structured literacy Reading with the curriculum. To be honest my years of Reading PLD has afforded me the luxury of making very few changes to my practice. I have had to make changes in a few areas like vocabulary and text structure, but for the most part not a lot has changed.

Rather than explaining how I teach reading I have decided to showcase how we capitalised on the create aspect of learn - create - share to strengthen my learner's connections to the content in the text and the learning that ran along side it. As you can see create opportunities are easy to include in a structured reading program. They don't need to be 'perfect' but they do need to provide opportunities for our tamariki to take ownership of the learning and make the connections they need to make sense of the wide variety of multimodal texts in a reading program.

All these lessons have been taught as a whole class. Some students have needed further opportunities to unpack the text and all follow up activities are done collaboratively in groups or pairs. At this stage working independently on follow up activities is something we are working towards. I find that collaboration makes new learning seem less scary and helps my learners take risks they would usually shy away from.

A focus on dialogue and the structure and purpose of graphic texts

A focus on rich discussion and forming an opinion by exploring both sides of a provocation

Group discussion and text responses captured on Adobe Podcast

AI generated posters using Adobe Express to showcase important quotes

Google Vid and Adobe Express to capture an illustrated DLO of my learners reading a poem 

You can see examples here in my learner's blogs, which have all been shared with permission.

• Loa
• Valencia
• Maania
• River
• Taisorn

Implementing Structured Literacy one step at a time: Step #2 - Writing

As I have said before I am on a mission this year to both successfully implement structured literacy and to keep the create opportunities alive. I jumped in with both feet. No delicate toes dipped in the water, just a giant splash! One way I have capitalised on the affordances of 'create' in writing was to start at the end and probelm solve our way to the start.

By this I mean instead of starting with the exemplars of what a text type looks like, unpacking the structure and language features and exploring the vocabulary needed I tapped into our Inquiry topic of Dinosaurs and challenged my learners to begin by constructing a prototype of the skeleton of their focus dinosaur. 

The prototype... Each pair was given a 1 sheet of coloured A3 paper, 2 sheets of newsprint, a vivid, a pencil, a ruler, a pair of scissors and access to the sellotape. I explained that apart of constructing their prototype I needed them to write down the steps they followed to create their model. This was hilarious to watch! The conversation was rich and purposeful as work arounds for dilemmas were suggested. The outcome, slightly wonky models with some very creatively written steps. 

The teaching... To demonstrate the need for clarity and simplicity in the instructions I asked to use one of the sets of instructions that they would be happy to let me follow in front of the class. My learners had so much fun with this task I ended up having to put names in a randomiser to choose. Everyone wanted their instructions followed. To be fair I let everyone have 15 minutes to fine tune their set of instructions before I started. As always to prove a point I needed to over exaggerate what I was being asked to do. Once again we had so much fun! I did manage to construct a model that resembled a dinosaur but as I had no accurate measurements it looked nothing like the one I was trying to replicate.

The learning... We need to be specific. We need to be clear and our steps need to be written so that they can be followed accurately. We explored the 'bossy' verbs and made our adaptations. All learning that would have taken place had I taken a more formal approach, but wouldn't have been nearly as much fun. Connections to the task were made all round. I need to mention here that this was a whole class lesson for 54 students. I did have Dianne, my buddy teacher and Mat our wonderful TA as well but I led the learning. No extra scaffolding, no simplified work, just pitched at the right level because I know my learners. We used the power of collaboration and the power visual and tactile opportunities provide. Everyone regardless of ability understood the purpose of the task and knew what they needed to do. I noticed at each step of this challenge that my learners were helping each other too.  

The outcome... We made the tweaks to our instructions and repeated the process. This time there was more attention paid to precision and detail. Wording of instructions were road tested on another pair, and more refined models constructed. We then formalised our learning using a scaffold for a procedural text which allowed me to reinforce the structure and language needed to be successful. To add a fun element we then had a go at creating a different dinosaur model following a set of instructions created by another pair.

The process illustrated...

                                                        

          

Implementing Structured Literacy one step at a time: Step #1 - Handwriting...

With the challenge of keeping the 'create' aspect alive in our kura, I made the conscious decision to lead by example. Last term we began our structured literacy journey. The first three PLD sessions were huge! The cognitive overload was real. I am a teacher with many years classroom experience both in Aotearoa and in the UK and I found making sense of all the new learning a genuine challenge. I found myself quickly realising why the 'create' component of our learning was pushed to the back. 

The big message behind everything is that the learning should be taking place at a 'perky pace'. That's doable once you have made your own connection but when I first attempted a structured literacy handwriting lesson it took 35 minutes! Not 35 minutes because my learners were off task or because I didn't understand the goal of the lesson, but 35 minutes because my learners were focusing of being meticulously neat. No one wanted to make  an error, no one wanted messy work. I genuinely ran out of motivating phrases to say! As for the spelling, well lets just say that was another time consuming disaster. My experience told me I needed something to change and it had to be fast. The first thing I changed was to ditch the preplanned resources and use my own. I needed to make my connection through my ownership of the learning. So how did I do this?

• I co-constructed a handwriting resource with my learners by giving them each a letter and asking them to come up with the practise sentence to accompany the letter formation learning.

• I introduced the digital timer. What a life saver this turned out to be. It added a fun challenge element that kept us all on our toes and helped us meet the brief of having a 'perky pace'. We vary times now from 5 minutes to 10 minutes. This allows the person keeping time to randomly challenge the pace of fluency. I do need to remind people here that Year 7/8 students in the main do not need to be taught letter formation so that removes one of the challenges our junior team have.

• As I said earlier we needed an element of ownership in the learning. I wanted my students to monitor their own progress and set their own goals. We did this by creating a marking sticker. My learners now evaluate their own work by considering the size, shape, slope, speed and space. It allows them to easily see where they have been successful and what areas they need to focus on. This has now evolved to our very own stamp thanks to the awesome design skills of April Song, who helped me bring my idea to life. We use a buddy system to share our successes and our next steps at the end of each handwriting session and at the start of the next one. This also helps me see at a glance what it is I am looking for when I am roving around the room giving feedback or when I'm starting a lesson and need a focus point.

                                           

• We alternate handwriting lessons with keyboard lessons to build keyboard fluency. Doing this has been a huge hit with my learners. We use this site for the keyboard challenges.

To remind myself why we need a handwriting focus I have added this last part from notes I made during one of our initial training days (source unknown). Fluency in handwriting helps to enhance critical thinking. Writing fluency encourages students to think critically about their ideas and how to present them, ultimately deepening their understanding of the subject matter.

Hanga - Create: TOD Presentation by Dorthy Burt

Dorthy Burt reminded us at our cluster-wide TOD that 'creativity empowers learning and digital technologies empower creativity'. This is my summary of the notes I took from her presentation and much of it was either a direct copy or a paraphrase of Dorothy's message.

Create is designed as a hook for our learners to motivate our learners to ENGAGE with the curriculum. Teachers are navigating a new curriculum and many are feeling the pressure that comes with delivery. This means the idea of empowering our learners to create falls directly into the 'too hard, too much' basket. O’Connor pointed out that when 'Aotearoa New Zealand led the world in literacy in the 1970s, the curriculum contained a heavy diet of the arts, especially at primary school level'...  “We chucked the arts out, and what we've done is continue to focus on these literacy and numeracy projects, which have got absolutely nowhere,”  

The creation process requires students to actively manipulate information rather than passively receive it. Our learners need to be the creators of content, not just the consumers who swipe to view content that is created by others. We need to provide learning opportunities that allow our tamariki to reorganise information in new ways, make decisions about what is included or excluded by being able to explain their thinking. Create is about engagement. It is about hooking our learners into learning so they benefit from what we teach and the way we teach it explicitly.

Providing opportunities for our learners to create allows for learning environments that foster engagement, motivation and curiosity so that new learning may be applied in meaningful ways by capitalising on opportunities for conversation and collaboration.

In Manaiakalani we have powerful create tools that are easily accessed by every learner. It is our job to harness these to help ourselves and our learners make sense of the new learning  Te Mātaiaho present us with.

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. 

• 
  

Stocktake of my Inquiry...

We are half way through the year and I realise when taking stock of my inquiry that the PLD start delay has impacted my inquiry significantly. I haven't really been able to begin until now as we have only had 4 structured literacy PLD sessions so far. My inquiry a school leader is not just a personal one, but also a team one. The positives to date are that we have been keeping the status quo in literacy so I do know we are currently all on the same page as far as planning is concerned. We are all on the same page as far as DLO scaffolds are concerned and our current shared language of instruction is alive and well. 

Moving forward this term sees us starting to implement structured literacy practises. What is a huge plus for us is that the changes are not big ones. Our current planning is structured. It unpacks the text and explores text structures, themes and vocabulary. What we do need to do is approach the tweaks we need to make to the vocabulary instruction at our own pace. What I mean by that is we are a team with a varied range of teaching experience which ranges from 6 months to over 30 years. If we change too much too soon I can see everything unravelling quickly. The point of PLD is to build on what we know to strengthen our practice not to throw everything out and start again.

Before I think about how I can support my team I need to put my own oxygen mask on first. By that I mean I need to jump into structured literacy approaches boots and all. I know I still need to capture student voice and will do this when term 3 begins. I needed to look closely at how I will adapt and tweak my current planning. I have done that by looking at the planning exemplar provided on the structured literacy platform we are using and have then made a few changes in what I already had in place. 

The end goal was to keep a 'create' aspect which I have done. I wanted to make sure I was covering what was suggested but I also know I can do this without folding back to using the worksheets I cut my teeth on as a beginning teacher. The first screenshot below is what is suggested on our PLD provider platform. The way I have interpreted this is to use the perspective DLOs I already have in place but add a creative aspect to this by using ADOBE podcast to capture the conversation behind the end product. (The discussion and summarising aspects are covered in the guided planning.) We do have planning scaffolds that we use but the way my learners show their perspective is totally up to them. I am also making use of text sets and my learning T-shaped literacy gave me. What I have added is a skill drill game that I created using Gemini. These multi-choice tasks have been a game changer in our class. They allow for quick recall and application of new learning. Examples of these challenges can be found here.

As I said earlier I, along with my team, are very much at the start of our structured literacy journey. Ours made slightly more challenging by the year groups being separated into PLD for Y4-6 and PLD for Y7-8. What is helping keep us all aligned is the planning framework and the conversations we have as a team.

Causal Chain - mapping my inquiry...

As a part of the Manaiakalani Kahui Ako we are challenged to think about what we want to achieve then work backwards to map our steps. This is called a causal chain and is the logical thought process we follow to help us stay focused on on track throughout the entirety of our inquiries. As I completed my causal chain for 2025 I realised I was actually building on from the inquiry I began last year. This is exciting as it is an opportunity to see how the team alignment we worked so hard on last year strengthens our team when staff members change and a new program (structured literacy) is introduced.

Link to my 2025 Causal Chain

A causal chain is when a cause leads to an effect and that effect becomes the cause of another effect - A leads to B. B leads to C. C leads to D...start from D and work backwards Any intervention you design will (consciously or not) be based on a causal chain you have in mind - this is your theory of action.... To really understand deeply how teaching (as a cause) leads to a valued student outcome (effect), we need to know about more than just the first cause in the chain and the final - we need to know about each link.' - Dr Aaron Wilson

Building an accurate profile of students' learning - tools, measures and approaches...

Describe the tools/measures/approaches you plan to use to get a more detailed and accurate profile of students’ learning in relation to that challenge. Justify why you chose these approaches and tools.

My challenge is to explore how the create aspect of the Manaiakalani pedagogy fits in and how we harnessing the digital to explore the create aspect of structured literacy. Our Junior team is currently running a structured literacy program and our Senior team are one week away from beginning our own structured literacy journey. As indicated in a previous post, I am very aware that 'creative skills help students become better problem solvers, communicators and collaborators.' (Manaiakalani). If a student can effectively use their DLO to teach it to someone else, then their own level of understanding and critical thought patterns (specifically analysis) are significantly strengthened.

To capture our starting point I chatted to our teaching team about how they currently use create in Reading and then followed this up by exploring the teaching slides on our class sites and a random selection of individual student blogs. The presentation below reflects my initial findings. Classes are randomly positioned on these graphs to preserve anonymity. My objective here is not to identify anyone or any class publicly as everyone is grappling with the challenges new learning brings.

One point I did not consider at the start of the year was the difference in learning needs between the students who are learning to read and those who are reading to learn. I have since discovered that with our newest learners the create aspect is very much 'hands- on' rather than digitally focused. 

With my Year 7/8 class in mind I will be continuing to use what I already know to build on my new learning. Having participated in the T-shaped literacy PLD for the last few years I can see where the ideas I learnt there can be capitalised on here. What is important for our senior team is that we follow the same line of thinking. We don't need to disregard for example, the summarising DLO and shared language of instruction we already use. This alignment that has been across the syndicate for the last few years is paying off in our room this year as our learners already have the knowledge needed to summarise a text. My role is to remind our team as we begin our structured literacy journey, to use what we know to unpack the new learning. We don't need to take our learners back to the start when they're already finding success in what they use now.

My Planning Focus:

• This year I changed the word 'changes' to 'focus' in this section as I am aware if create opportunities are to stay alive in my literacy program I need to ensure they are well thought out and actively planned for. I absolutely can not see the point in throwing the baby out with the bathwater to ensure I am following a structured literacy program.
• Looking ahead at the planning exemplars on the platform we are using I see that there are opportunities for our learners to summarise, find the main idea, identify the theme, make connections and see things from different perspectives. All follow up challenges I already do. What I won't be doing is using the provided worksheets as I have a wide range of strategies in my kete that will allow me to align with the planning but also keep create alive in my classrom.

Teaching as Inquiry 2025...

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. 

Labels:

LEvidence, LScan, LTrend, LHypothesise, LResearch, LReflect,

CPlan, CTry, CInnovate, CImplement, CReflect,

SPublish, SCoteach, SModel, SGuide, SFback, SReflect

Engage, Empower, Inspire... Setting Group Norms

Setting group norms at the beginning of the year is one of the most crucial parts of a successful guided reading lesson, in my opinion. Students struggle to work effectively in a group if they don't know how to interact with their group or why they actually need to do this. 

This year I made a huge change and rather than doing this group by group I chose to take on the challenge of doing this as whole class lessons with all my learners sitting in their reading groups. The first lesson was an extremely structured step by step lesson with lots of teacher guidance. What I noticed is having the opportunity to look at how other groups were interacting helped strengthen the confidence of all the groups, regardless of ability.

I selected a text that linked explicitly to our inquiry topic which meant everyone was able to make an immediate connection to it. We began with a multimodal dive into the front loading texts. The first one, a short 3 minute video, was unpacked with me having the locus of control. This meant I was able to model and guide every step of the process. What I noticed was I had an immediate buy-in. It was evident that I knew the content and was able to respond to questions asked without referring to the texts. 

We kept it simple and during the first viewing simply just watched it. I then asked each group leader to ask everyone in the group to share something they found interesting. When we watched it a second time every student had a vivid and access to the group note taking paper. The challenge this time was to write down any words that were interesting, new or unknown. I made it clear this wasn't a spelling or handwriting lesson so encouraged the words to be recorded the way they sounded if the correct spelling was unknown. Following this challenge the leaders were once again asked to ask everyone in the group to share a word and say why that word had been recorded. The final independent challenge for this text was to watch the video again, this time in groups not on the TV, and record any facts that were deemed important or interesting. Once this had been completed (short time limits were given) the leaders were asked to get the talk going with the final group challenge being to share what has been written then co-construct 5 questions they may have about the text. What was happening here was a gradual shift in the locus of control.

With all our vocabulary, facts and questions recorded we moved onto the balcony for a very loud speed dating style activity. The noise level and laughter that came as a direct result of the speed of the partner changes everyone enjoyed the opportunity to move and to share their new learning. 

                                                        

Having stretched our legs and made the most of the opportunity to learn with and from each other we used the same process to unpack the next set of short texts. This time I gave both written and spoken instructions and let the groups take control and work at their own paces. We Have a set of group norm cards which were displayed and unpacked as we went along so everyone knew their role. As always in LS2 their are no passengers in group challenges. In my favour was the fact that two weeks before we had been on camp where both individual and group challenges were the order of the day.

Day 2 saw a small blip in the flow as we changed leaders. I let each group select their leader each time. The message given was that at this time of the year we are all learning how to lead and how to be a member of a group so supporting each other was the order of the day. Groups were encouraged to use the group norm cards in their group boxes to help guide them. During this time I moved around the room while Dianne (my buddy teacher), worked closely with our group who find reading a challenge. We persevered and with guidance found success in the lesson. What impressed me was the richness of the talk that was taking place.

Fast forward a week and the norms set in place last week were alive and kicking! What I observed was that the groups had naturally reverted to those they saw as leaders and with that 'security' in place for learning, confidently took on the additional roles that are needed to be filled if groups are to work together collaboratively and productively. 

We are definitely still at early days but my big message to myself is take time to set things up because the wheel turns when everyone understands the 'why' behind the challenge.

Student Inquiry Foci 2025...

With all our school starting or strengthening our structured literacy journeys this year, I have decided to focus on where the create aspect of the Manaiakalani pedagogy fits in and how we harnessing the digital to explore the create aspect of structured literacy. As I write this our Y4-8 team are yet to begin this journey so my hope is by voicing my hunch, we might avoid overlooking opportunities to create as we navigate our new learning.

I have been a part of the Manaiakalani cluster for many years and know the power the create component in learning has towards helping us achieve the 1.5x accelerated shift we need to ensure our learners are set up for success as they move through their individual learning journeys. 'Creative skills help students become better problem solvers, communicators and collaborators.' (Manaiakalani).

Sourced from Manaiakalani Pedagogy for DFI DLO

Students learn by actively constructing knowledge, not just absorbing it. This involves breaking down, rearranging, selecting, and demonstrating their understanding, so that  “...whatever was in their mind, whatever they could visualise, whatever they could see they created...” - Elwyn Richardson. 

The Apple curriculum supports this thinking and states 'After 40 years working alongside educators, we've seen — and research has shown — that creative thinking leads to deeper student engagement. And when students are more engaged, they take more ownership of their learning. Creative skills help students become better problem solvers, communicators and collaborators. They explore more and experiment more. They tell richer stories and find their own unique voices. They stretch their imaginations and make connections they might not otherwise make — and they carry these skills through everything they do in school. And beyond.' Why Creativity Matters - Apple Curriculum. 

The challenge of student learning is to demonstrate their understanding of a concept by creating something with the knowledge that they have unpacked and internalised. If the create process is overlooked where will we find ways to facilitate discussion and reflection? I can't imagine any student being inspired by. If students are not inspired to learn, then following a preset lesson to the letter will result in a structurally embedded underachievement issue that will see us lose the interest of those readers we have worked so hard historically to capture.

If I look back at my own time at school, with the exception of one year, I can not recall anything in reading lessons other than sitting in a circle reading a text round robin style then being sent back to my desk to answer questions in silence to demonstrate that I had gained meaning from what I had read. There were no opportunities to learn from others, no opportunities for collaboration and no opportunities to talk about the text, let alone creating anything with the information I had found. Sadly this was reading until I was about 9 years old, something I viewed as just a thing we did at school. The one year that stands out saw us being asked to draw characters in a particular scene, make information posters and redesign book covers. That was the year I saw reading at school as fun.

It is because of the very reason just mentioned, that I feel this is the the most important and catalytic issue of learning for our learners this year. I don't want to be introducing and unpacking a text verbally through preset comprehension strategies. I don't want to be the teacher who asks my students to summarise a text on a graphic organiser then leave it there. I want to be the teacher who asks a provocation and encourages talk and creativity. I want my learners to show me their connections to the aspects of the text we are unpacking using the plethora of digital tools available to us. Defaulting to substitution in response to a structured learning process does not, in my opinion, open the opportunities to 'empower my students with creative learning opportunities to help accelerate achievement'.