tag:blogger.com,1999:blog-79926637386858724152024-03-27T19:35:59.137+13:00Powerful PeersRobyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.comBlogger335125tag:blogger.com,1999:blog-7992663738685872415.post-62567573930631056072024-02-05T11:11:00.001+13:002024-02-05T18:10:25.211+13:00TOD 2024...<p><span style="font-family: arial;">We began our 2024 learning journey this year with a staff challenge to meet at the top of Mt Wellington / Maungarei. The reason, to help all our staff (old and new) to strengthen their connections to the whenua our kura stands on, and set them up for success as we step into our first Inquiry focus of the year, 'Our Whenua'.</span></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrFfzjjyP6Euwl06ttiMb__Qi9OI6kSfA7HNqs2VxY5gWBuFLvIWUaXGMUK9thPlZ1L99dk-bZEu6NusIIEKAjn5FiJIPQyKr_n1mxPqbvHLXpSewRwV8yjpdDb8HwetO68x8Q-vY5OvpFu7Gdc1zOD-plzL7qxQeo6-YDU5eopJhk11YC10LTOuoZ4BP6/s320/IMG_8629.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="240" data-original-width="320" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrFfzjjyP6Euwl06ttiMb__Qi9OI6kSfA7HNqs2VxY5gWBuFLvIWUaXGMUK9thPlZ1L99dk-bZEu6NusIIEKAjn5FiJIPQyKr_n1mxPqbvHLXpSewRwV8yjpdDb8HwetO68x8Q-vY5OvpFu7Gdc1zOD-plzL7qxQeo6-YDU5eopJhk11YC10LTOuoZ4BP6/w400-h300/IMG_8629.JPG" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><span style="font-family: arial;">Back at school we revisited the Learn-Create-Share model which was unpacked and applied to rich discussions as to how we could apply the learning across the curriculum to our pending whole school visit to Maungarei.</span><p></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0r1hqOMBubpv1I7Ed35HpxeUV6YIATwHFgwWQgYUahruq4lbirDhTwck41xxkZ0LmlCgyi3csw6gaPlYe1k6442HpsMLGJ4FOdYdl8JCDsKhs0gkDl5GOGuh9OJpIp6rQhPU_WHUEw5EG8c-mhoeqEh1D2emAXaaxgjIY891fa__ThUYBU0Byl2KuQEIA/s1290/Image-1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="968" data-original-width="1290" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0r1hqOMBubpv1I7Ed35HpxeUV6YIATwHFgwWQgYUahruq4lbirDhTwck41xxkZ0LmlCgyi3csw6gaPlYe1k6442HpsMLGJ4FOdYdl8JCDsKhs0gkDl5GOGuh9OJpIp6rQhPU_WHUEw5EG8c-mhoeqEh1D2emAXaaxgjIY891fa__ThUYBU0Byl2KuQEIA/w400-h300/Image-1.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaFk64INBYwO38o2nyB_Z7zRhZbKfgm37tHDeBPaVEtOTiHTDTo-fpRQw0M-PMwAFsvppCPW6AbHopjgA8CCSG6ixeZFGdayt94S7fPjoCKtV3Zj6ObbtG1JFH__R6dfQALFwYMAP4_kNmDjGPEix6vKLi2ZZGtD2XqWKDF61CYTtbfTweXCRfWcba3yJp/s1698/Screen%20Shot%202024-02-05%20at%2011.08.42%20AM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="434" data-original-width="1698" height="103" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaFk64INBYwO38o2nyB_Z7zRhZbKfgm37tHDeBPaVEtOTiHTDTo-fpRQw0M-PMwAFsvppCPW6AbHopjgA8CCSG6ixeZFGdayt94S7fPjoCKtV3Zj6ObbtG1JFH__R6dfQALFwYMAP4_kNmDjGPEix6vKLi2ZZGtD2XqWKDF61CYTtbfTweXCRfWcba3yJp/w400-h103/Screen%20Shot%202024-02-05%20at%2011.08.42%20AM.png" width="400" /></a></div><p><span style="font-family: arial;">Following on from this I lead a PLD session to show how we could find the story behind our local area through a close look at the street names. This was adapted from a previous challenge set by Richard Johnston in 2022, and the learning from a toolkit run by <a href="https://mansellsrandomreflections.blogspot.com/"><span style="color: #990000;">Scott Mansell</span></a> from Tamaki College. What I appreciated from this was the buy in from the staff and suggestions of ways we could adapt was was originally planned as a Year 7/8 lesson to every year group. We definitely do learn best when we learn from each other!</span></p>
<div style="text-align: center;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vRwwe2bCjYZNlNd1aRV4XZo48scg2u1t3RlJ0UM9J41ZH-CwWsNCuUUEvkMqC0LUaM4oARGl8QQ3hBb/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="460"></iframe></div>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-39772111071683025782023-11-21T08:00:00.004+13:002023-11-21T08:00:00.164+13:00Bursts and Bubbles 2023<p><span style="font-family: arial;"><span style="background-color: white;">Last week the </span>Manaiakalani COL teachers<span style="background-color: white;"> shared the impact of their 2023 Teacher Inquiry. The link to all the inquiry bursts can be found <b><span style="color: #990000;"><a href="https://sites.google.com/manaiakalani.org/manaiakalaniclusterwebsite/about-us/k%C4%81hui-ako#h.z2g98itv7coc">here.</a> </span></b></span></span></p><p><span style="font-family: arial;"><span style="background-color: white;"><b>Here is my journey...</b></span></span></p><p></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEi5tMSMSOzmhTLEmcgZx_yv8HDTfLC0WYk1btHnFeYQANWgQ7infkCy1k7-dfM0-xcsjrtkluLYNBzqRgZVQmVbpJU_LP6xYFcWCrNHJTdw0Cz_1i2n9PGFKvysDP4TV6Z9PeG7Z3caTSDgtoU_wJnBkHFVejol-wNb3NaQUEnmkK7ulolZSRHV4uyPJhIw" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="516" data-original-width="276" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEi5tMSMSOzmhTLEmcgZx_yv8HDTfLC0WYk1btHnFeYQANWgQ7infkCy1k7-dfM0-xcsjrtkluLYNBzqRgZVQmVbpJU_LP6xYFcWCrNHJTdw0Cz_1i2n9PGFKvysDP4TV6Z9PeG7Z3caTSDgtoU_wJnBkHFVejol-wNb3NaQUEnmkK7ulolZSRHV4uyPJhIw" width="128" /></a><a href="https://blogger.googleusercontent.com/img/a/AVvXsEihTTBpttwVsUQz-pTzYt-FOaQ8CgrBFzoFdzblf8OJN21XhyyyjEt2EMbnSfV4-xY_k1iuBEoeslp-OAEzZx6LWs212h2T7vYNWTSQ2D7LEAcOEbQIuO15aRVC4ajuBvnWw5Z85sW-G0vksTjjL83w5LLQILWw1fSm4hNII398TXpIHAu8yM2l84ALpjv_" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="" data-original-height="1074" data-original-width="1906" height="225" src="https://blogger.googleusercontent.com/img/a/AVvXsEihTTBpttwVsUQz-pTzYt-FOaQ8CgrBFzoFdzblf8OJN21XhyyyjEt2EMbnSfV4-xY_k1iuBEoeslp-OAEzZx6LWs212h2T7vYNWTSQ2D7LEAcOEbQIuO15aRVC4ajuBvnWw5Z85sW-G0vksTjjL83w5LLQILWw1fSm4hNII398TXpIHAu8yM2l84ALpjv_=w400-h225" width="400" /></a></div></div><br /><br /></div><p></p><p><span style="font-family: arial;">Here’s a question that frustrates me each time I mark easttle writing samples… <b><i><span style="color: #990000;">Why have you used that word?</span></i></b> Yes, the words change, but the question stays the same. </span></p><p><span style="font-family: arial;">We model, unpack and provide rich opportunities for a wide variety of vocabulary to be explored and used, yet at the end of 2022 and again at the start of this year, most of my learners reverted back to using simple everyday words in their independent writing. I thought this was the catalyst for the low vocabulary and spelling scores. Scores, I thought, we could improve with a concentrated focus on spelling conventions and rules.</span></p><p><span style="font-family: arial;">The time point 1 data analysis showed that my learners were using words they could spell, instead of the words they wanted to use, but couldn’t spell. </span></p><p><span style="font-family: arial;">However, as we all know, some ideas don’t go the way you want them to. I thought, if we knew how to spell the words, we would use them. Wrong! Yes my learners could easily spell and define the vocabulary we explored in class, but unless directed to, simply did not use them. </span></p><p><span style="font-family: arial;">This all changed when Dr Jacinta Oldehaver sent me a professional reading that unpacked the word gifting journey Sylvia Ashton Warner had been on many years before me. In a nutshell, what began as a focus on spelling conventions and rules, quickly morphed into an inquiry into word consciousness which involved my learners being aware of new words, their meanings, and how these words are used. </span></p><p><span style="font-family: arial;">My students were conscious of the words they were meeting in their T shaped literacy units because they owned them. When I say owned them, it is because I physically gifted them a word each. A word on a square of paper that they had to keep alive by looking after them and bringing with them physically, to each literacy lesson. </span></p><p><span style="font-family: arial;">The motivation to learn these words, and more importantly use them in context came through daily challenges that as a group they were expected to meet. Who would have ever thought these small squares of paper would encourage 15 students to make sure each word had been used by its owner twice each lesson! This group knew when a word had only been used by it’s owner once, and got very creative in their ways to ensure the daily target had been met. Intrinsic motivation at its best.</span></p><p><span style="font-family: arial;">Ironically I started hearing these words used in discussions across the curriculum and noticed they were spelt correctly when used in written responses, which was something we never actually focused on. </span></p><p><span style="font-family: arial;">The inclusion of these words in the T4 easttle writing samples resulted in a noticeable change in vocabulary and spelling scores when time point 2 data was analysed. Student voice collected at both time points shows the fear of making a mistake remains the biggest hurdle. However for these students, the journey towards overcoming this has begun.</span></p><p><span style="font-family: arial;"><span style="background-color: white;"></span></span></p><p><span style="color: #990000; font-family: arial;">The most important learning I made in regards to fostering a culture of word consciousness, is that sometimes things don’t go to plan so don’t be afraid to start again if it all goes wrong. Drive the change and find ways to give your students ownership of the change you want to effect by making it purposeful and fun.</span></p><div><br /></div>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-66285378699475980992023-11-13T21:44:00.005+13:002023-11-13T21:46:24.360+13:00Sharing time at PBS...<p><span style="font-family: arial;">Over the last few weeks we have had our own PBS version of Bursts and Bubbles to share our 2023 teaching inquiries. This was really interesting to listen to as I could see the change in practice being embraced. There were many successes celebrated as we continue to work together to accelerate shift in the achievement levels of our learners.</span></p><p><span style="font-family: arial;">The DLO below is a snapshot of a year of inquiry and is shared with permission. If you would like to read about the journey behind the summary, click on the teacher's name and it will take you to their professional blog.</span></p>
<div style="text-align: center;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vTJNDkhpj64nIsMNC3BNt1lg_-dNyQuyajr_3nERYy-O4dINnvbmBZSp6eKdlrONbBCN-qhdlmsqLH0/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-89945287182221365922023-11-08T22:31:00.006+13:002023-11-09T13:46:03.419+13:00 COL interview 2024...<span style="font-family: arial;"><span id="docs-internal-guid-c42fd7dd-7fff-8e60-3765-a5d61571671a"><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">What achievement challenge are you considering as an area of focus in 2024 and why? Include in your WHY both evidence and your own passion/expertise</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 5pt; margin-top: 5pt;"><span style="background-color: white; font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">This year my inquiry focus began with me thinking it was the challenges spelling brought to the table that caused most of my learners to revert back to using simple everyday words in their independent writing. I thought I could improve with a concentrated focus on spelling conventions and rules. My thinking was by doing this my learners would start to use the words they wanted to use. I was wrong!</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 5pt; margin-top: 5pt;"><span style="background-color: white; font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">It turned out what I actually needed to do was swamp them with words they had never heard or seen before and make the challenge of connecting to them fun and purposeful. This journey is explained on my blog, and made this year of change practice a fun one. This made me think, I need to do more of this, but in different ways, which is why I think strengthening vocabulary is the direction I see my 2024 inquiry going. </span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">What learnings from the 2017 - 2023 CoL teacher inquiries have informed or inspired your thinking.</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Learning with and from my fellow CoL teachers has meant I have collected many ideas from others along the way that have become firmly embedded in my practice, like this one. A number of years ago Kiri and I observed Matt Goodwin teach a guided reading lesson. What stuck with us was the collaborative doc he was using with his students. We were inspired to use and have overtime, adapted his original idea to what is now our planning format.</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">How would your work support Manaiakalani pedagogy and kaupapa?</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">I have for a very long time run a visible site. A large number of my resources have been shared across the motu. I see them in Manaiakalani programs like the DFI and RPI, and have been a part of a number of research initiatives with Wolf Fisher for a number of years. All initiatives that have helped me continue to change and adapt my practice to help my students achieve the 1.5 times shift and give them the tools they need to find success.</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Which elements of the extensive Manaiakalani research findings inform or challenge you as you think about this?</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Recognising our tamariki don’t have the academic literacy to access the learning is the research finding that continues to challenge me. Many of our learners simply do not have the literacy skills and confidence needed to record their ideas independently. When you add to this the fear of failure or making mistakes, it’s not hard to see the reality of the struggle many of our children face in Y7/8 with topics they are struggling to connect to.</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">How would you like to be supported in 2024 as you undertake this inquiry?</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">The support I would like in 2024 is to continue to be a part of planned opportunities to see and hear how other COL teachers drive inquiry in their schools. This would enable us to build on and strengthen the processes we already have in place.</span></p><div><br /></div></span><span id="docs-internal-guid-446f2eff-7fff-e56b-f9d9-44b7fe6441d4"><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">How would you plan to support your colleagues in your school with their inquiries and/or teaching in the area you are exploring?</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: white; color: #222222; font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Aside from continuing to model my inquiry on </span><a href="https://robynjanderson.blogspot.com/" style="text-decoration-line: none;"><span style="background-color: white; color: #1155cc; font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">my blog</span></a><span style="background-color: white; color: #222222; font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">, I have found that the best support I can offer my colleagues with their inquiries</span><span style="background-color: white; color: #222222; font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;"> </span><span style="background-color: white; color: #222222; font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">is to guide them through the inquiry process term by term. To make this rewindable and manageable a few years ago I created our </span><a href="http://robynjanderson.blogspot.com/2021/07/how-im-helping-our-staff-as-in-school.html" style="text-decoration-line: none;"><span style="background-color: white; color: #1155cc; font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">PBS Teacher Inquiry DLO</span></a><span style="background-color: white; color: #222222; font-family: Muli, sans-serif; font-size: 13pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">, which is our version of a ‘how to’ process and is shared with staff in termly chunks. In term 4 we come together and have our own sharing session. Something I have driven as our PBS within school kahui ako is to ensure opportunities to focus and discuss our teacher inquiries are planned for, in order to keep the process alive throughout the year. </span></p><br /><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: white; color: #222222; font-family: Muli, sans-serif; font-size: 13pt; font-style: italic; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">I would like to add that even though I am not in a position due to my teaching, mentoring and DP responsibilities to apply for the across school role, it is not because I do not want to challenge myself in this role. It is simply because I do not have the time available to commit regularly to the time requirements of an across school kahui ako. However, I am, as I have been in the past, always happy to support anyone with their teaching inquiry or teaching program if I am able to.</span></p><div><span style="background-color: white; color: #222222; font-family: Muli, sans-serif; font-size: 13pt; font-style: italic; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"><br /></span></div></span></span><span id="docs-internal-guid-6e7d6f88-7fff-d9e0-07e5-9ff834b93e4b"><div><span face="Muli, sans-serif" style="background-color: white; color: #222222; font-size: 13pt; font-style: italic; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"><br /></span></div></span>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-91264577967037743942023-11-05T12:08:00.002+13:002023-11-05T16:16:19.971+13:00Exploring Qualitative and Quantitative Data...<div style="text-align: left;"><span style="background-color: white; font-family: arial; font-size: 15.4px;">Each slide below contains the comparative data gathered from time point 1 and time point 2. Underneath the graphs I have analysed the shifts in more detail. It is important to note here that I have only analysed the data gathered from the 15 students in my literacy group that present both data collection times.</span></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vSN_BiwtS3jrWJKTUt2MSvM-a58ijGeBXj2I49uWv7N3jKW_DBGxJ0KJIhu6scz0D6MPP2uZj-kjfl3/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe><span style="text-align: left;"> </span></div><p><span style="background-color: white; font-family: arial; font-size: 15.4px;">What I noticed as a result of my intervention was that once the knowledge of simple rules and/or conventions of spelling was in place, the challenge element was lost. If I wanted the momentum to continue I quickly realised I needed to adapt and change my thinking and my approaches.</span></p><p><span style="font-family: arial;">As mentioned in my previous post, the fear of spelling a word wrong or choosing a simpler word seemed to have been left behind as the desire to use the words was more powerful. The learning became about the words and not the hurdles that prevent them from being used. The more I used these words, the more my students used them. </span><span style="font-family: arial;">Being confident to use and apply more sophisticated vocabulary in context accurately became the norm. My expectations were clear and I noticed that as my student's confidence grew the higher my expectations became. The exciting part was the students took ownership of this challenge and regularly helped each other find the words to use to shift responses to the next level. Student created and driven tally charts evolved as a way of monitoring that everyone had used their word twice, with the others in their group prompting those who had not met daily challenge. </span></p><p><span style="font-family: arial;">An interesting observation with the word gifting strategy was when I physically gave my students a piece of paper with their word on it, the ownership and connection to that words was much stronger than when we used a randomiser wheel to select our words. I feel this was because the words on paper could be physically touched, seen and used. Making the gifted words digital made them more abstract. Maybe this was a step too far too quickly, as looking back we overlooked the consolidation step. </span></p><p><span style="font-family: arial;"><span style="font-family: arial;">Student voice gathered </span><span style="font-family: arial;">at both TP1 and TP2 </span><span style="font-family: arial;">and collated in the DLO above, allows for a comparison of student voice and attitudes towards spelling. To collect this data we used a </span><a href="https://docs.google.com/forms/d/1VXF1ujq9UIQb9dwPmxvMCaIA-vQQuoid6TVZNnd1WII/prefill">Google Form survey</a><span style="font-family: arial;"> to get to know our class as spellers. I have edited the original survey responses to reflect those only from my focus group who were present at both time points.</span></span></p><p style="text-align: center;"><span style="font-family: arial;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vSMXE5bCkiEbO68ZEq3DiRl2HcfWIpbx8d5qz_l6hSANUbuH_XJddtVZgngPxCrdNc5um4h4aYq6fPM/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></span></p><p><span style="font-family: arial;">The comparison between the two timepoints (all analysed in the DLO above) shows there are some positive shifts happening in mindsets but when looking closely at how my learners see themselves I see we have a long way to go. This is possibly due to the historical belief that I can't spell it so I won't use it, ESOL obstacles and a fear of getting it wrong. This will definitely take more than a year for change to cement itself, but as we close our 2023 learning journey's deep dive into word consciousness, I feel confident we have laid some strong foundations to build on.</span></p>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-65531156469648980092023-11-04T18:45:00.001+13:002023-11-04T18:45:27.899+13:00Describe and explain the changes/tweaks you have made in your practice along the way...<p><span style="font-family: arial;"><span style="background-color: white;">As I have previously stated, m</span><span style="background-color: white; font-size: 15.4px;">otivation is intrinsically related to engagement. If my inquiry this year was to make an impact on my learners achievement, I needed to find engaging and purposeful ways for my learners to embrace the challenges that come from being introduced to a wide variety of new vocabulary. At the start of the year I felt that the hurdles in front of us were connected to spelling and my learner's connections to rules of spelling. Time point one spelling and writing assessments showed a huge disconnect between how words sounded and what my learners appeared to hear. </span></span></p><p><span style="background-color: white; font-family: arial; font-size: 15.4px;">I began by</span><span style="background-color: white; font-family: arial; font-size: 15.4px;"> </span><span style="background-color: white; font-family: arial; font-size: 15.4px;">capturing my learner's attitudes towards spelling through the e-asTTle self reflection analysis and through a survey that helped me </span><span style="background-color: white; font-family: arial; font-size: 15.4px;">get to know my learners as spellers</span><span style="background-color: white; font-family: arial; font-size: 15.4px;">.</span><span style="background-color: white; font-family: arial; font-size: 15.4px;"> There were definitely some eye opening results with the fact spelling was seen as important but this group of students did not see themselves as being good at spelling with the majority choosing to use an easier word when the one they wanted was not one they could spell. Traditional spelling activities were suggested as ways of strengthening our connections to the conventions of spelling but I was excited by this. I remember as a child learning my words, getting them all correct in the weekly test then never thinking about them again. I didn't see the purpose of the test then and I couldn't see it now. I do remember the students who rarely found success in this activity spending many Fridays in the sickbay. I did not want that pattern to develop so I knew what ever we did it had to be fun, purposeful and achievable. </span><span style="background-color: white; font-family: arial; font-size: 15.4px;">This where, following an online PD session with <a href="http://robynjanderson.blogspot.com/2023/03/pld-supporting-students-to-become.html">Louise Dempsey</a> that I blogged about previously, our<a href="http://robynjanderson.blogspot.com/2023/03/our-first-footsteps-into-word.html"> journey into the world of affixes</a> began.</span></p><p><span style="font-family: arial;"><span style="background-color: white; font-size: 15.4px;">What I noticed here was that once the knowledge of simple rules and/or conventions of spelling, (eg: dropping the 'e' off a base word before adding the suffix 'ing') was in place the challenge element was lost. My learner's enjoyed the activities but I noticed the time taken to complete them became shorter, and the reliance on the dictionaries to create new words from a base or root word was becoming less and less. Therefore it was time to make some changes to keep the learning and motivation going. </span></span></p><p><span style="background-color: white; font-family: arial; font-size: 15.4px;">Change came after a meeting with Dr Jacinta Oldehaver. I explained my dilemma and asked if there were any readings she knew of that might support my word consciousness journey. Jacinta shared a reading with me about the </span><a href="http://robynjanderson.blogspot.com/2023/08/implement-and-try2-word-gifting.html" style="font-family: arial; font-size: 15.4px;">word gifting experiences of Sylvia Ashton-Warner</a><span style="background-color: white; font-family: arial; font-size: 15.4px;">. I was about to begin a new T shaped literacy focus and needed to find a way to help my learners connect with the sophisticated vocabulary associated with the unit that they needed to be able to use and apply in context and independently. </span><a href="http://robynjanderson.blogspot.com/2023/08/implement-and-try2-word-gifting.html" style="font-family: arial; font-size: 15.4px;">This post will explain what we did.</a> <span style="font-family: arial;">In a nutshell, w</span><span style="background-color: white; font-family: arial; font-size: 15.4px;">hat began as a focus on spelling conventions and rules quickly morphed into an inquiry into word consciousness which involved my learners 'being aware of new words, their meanings, and how these words are used. Students who are conscious of the words they are meeting are motivated to learn them and use them. </span></p><p><span style="font-family: arial;">Student responses to the texts reflected an accurate use of words most had not heard of before, being used both in extended discussions and in the justifications of their thinking. A definite win here! My learners thrive on challenge so as explained in the link to the post above, I added the challenge of each person being required to use their word twice each reading lesson. I noticed that both of my groups had created a tally sheet so the score was kept. I view that as intrinsic motivation at its best! </span></p><p><span style="font-family: arial;">The fear of spelling a word wrong or choosing a simpler word seemed to have been left behind as the desire to use the words was more powerful. I was able to quickly correct spelling errors with a hotspot style workshop that used the conventions of spelling as a reference point. To consolidate that part we used the dictionaries (our version of 'paper google'), to find other words that followed these conventions so that we could make the all important visual and auditory connections needed. The learning became about the words and not the hurdles of the order the letters are written, that prevent them from being used. My part in this was to model the use of these new words we were meeting across the curriculum. The more I did it the more my students did it. The key learning here as their teacher is, if I want something to happen I need to walk the walk, talk the talk and continually drive the challenge outside of the context in which the words were actually met. You can not simply introduce something and leave it there. New learning must be revisited and used if it is to become internalised knowledge. </span></p><p><span style="font-family: arial;">The graphic below is something I found after I had been on my inquiry journey. This reaffirms the direction I took to shift student achievement and change my practice was the right one. The reading component in the graphic below aligns with the T shaped literacy units of Great Beginnings, Representation and Genre that I have been doing as part of a research initiative lead by the University of Auckland.</span></p><p style="text-align: center;"><img alt="Gift of Words 2" class=" ls-is-cached lazyloaded" data-src="https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo4MiwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6MTIwMCwiaGVpZ2h0Ijo0NDIsImZpdCI6ImNvdmVyIn0sInNoYXJwZW4iOnRydWV9fQ==" data-srcset="https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo4MiwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6MTIwMCwiaGVpZ2h0Ijo0NDIsImZpdCI6ImNvdmVyIn0sInNoYXJwZW4iOnRydWV9fQ== 1200w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo4MiwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6MjQwMCwiaGVpZ2h0Ijo4ODQsImZpdCI6ImNvdmVyIn0sInNoYXJwZW4iOnRydWV9fQ== 2400w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo4MiwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6OTkyLCJoZWlnaHQiOjM2NSwiZml0IjoiY292ZXIifSwic2hhcnBlbiI6dHJ1ZX19 992w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo4MiwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6MTk4NCwiaGVpZ2h0Ijo3MzAsImZpdCI6ImNvdmVyIn0sInNoYXJwZW4iOnRydWV9fQ== 1984w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo2MCwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6NzY4LCJoZWlnaHQiOjI4MiwiZml0IjoiY292ZXIifSwic2hhcnBlbiI6dHJ1ZX19 768w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo2MCwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6MTUzNiwiaGVpZ2h0Ijo1NjUsImZpdCI6ImNvdmVyIn0sInNoYXJwZW4iOnRydWV9fQ== 1536w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo2MCwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6MjMwNCwiaGVpZ2h0Ijo4NDgsImZpdCI6ImNvdmVyIn0sInNoYXJwZW4iOnRydWV9fQ== 2304w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo2MCwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6NTc2LCJoZWlnaHQiOjIxMiwiZml0IjoiY292ZXIifSwic2hhcnBlbiI6dHJ1ZX19 576w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo2MCwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6MTE1MiwiaGVpZ2h0Ijo0MjQsImZpdCI6ImNvdmVyIn0sInNoYXJwZW4iOnRydWV9fQ== 1152w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo2MCwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6MTcyOCwiaGVpZ2h0Ijo2MzYsImZpdCI6ImNvdmVyIn0sInNoYXJwZW4iOnRydWV9fQ== 1728w" height="147" sizes="100vw" src="https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo4MiwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6MTIwMCwiaGVpZ2h0Ijo0NDIsImZpdCI6ImNvdmVyIn0sInNoYXJwZW4iOnRydWV9fQ==" srcset="https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo4MiwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6MTIwMCwiaGVpZ2h0Ijo0NDIsImZpdCI6ImNvdmVyIn0sInNoYXJwZW4iOnRydWV9fQ== 1200w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo4MiwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6MjQwMCwiaGVpZ2h0Ijo4ODQsImZpdCI6ImNvdmVyIn0sInNoYXJwZW4iOnRydWV9fQ== 2400w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo4MiwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6OTkyLCJoZWlnaHQiOjM2NSwiZml0IjoiY292ZXIifSwic2hhcnBlbiI6dHJ1ZX19 992w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo4MiwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6MTk4NCwiaGVpZ2h0Ijo3MzAsImZpdCI6ImNvdmVyIn0sInNoYXJwZW4iOnRydWV9fQ== 1984w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo2MCwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6NzY4LCJoZWlnaHQiOjI4MiwiZml0IjoiY292ZXIifSwic2hhcnBlbiI6dHJ1ZX19 768w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo2MCwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6MTUzNiwiaGVpZ2h0Ijo1NjUsImZpdCI6ImNvdmVyIn0sInNoYXJwZW4iOnRydWV9fQ== 1536w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo2MCwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6MjMwNCwiaGVpZ2h0Ijo4NDgsImZpdCI6ImNvdmVyIn0sInNoYXJwZW4iOnRydWV9fQ== 2304w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo2MCwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6NTc2LCJoZWlnaHQiOjIxMiwiZml0IjoiY292ZXIifSwic2hhcnBlbiI6dHJ1ZX19 576w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo2MCwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6MTE1MiwiaGVpZ2h0Ijo0MjQsImZpdCI6ImNvdmVyIn0sInNoYXJwZW4iOnRydWV9fQ== 1152w, https://d2rty5wuu5bi5t.cloudfront.net/eyJidWNrZXQiOiJyc24tYnVja2V0Iiwia2V5IjoiY29udGVudC9HaWZ0LW9mLVdvcmRzLTIucG5nIiwiZWRpdHMiOnsianBlZyI6eyJxdWFsaXR5Ijo2MCwicHJvZ3Jlc3NpdmUiOnRydWUsInRyZWxsaXNRdWFudGlzYXRpb24iOnRydWUsIm92ZXJzaG9vdERlcmluZ2luZyI6dHJ1ZSwib3B0aW1pemVTY2FucyI6dHJ1ZX0sInJlc2l6ZSI6eyJ3aWR0aCI6MTcyOCwiaGVpZ2h0Ijo2MzYsImZpdCI6ImNvdmVyIn0sInNoYXJwZW4iOnRydWV9fQ== 1728w" width="400" /></p><p style="text-align: center;"><span style="font-family: arial; font-size: x-small;"><a href="https://researchschool.org.uk/bradford/news/building-word-consciousness">Graphic retrieved from here</a></span></p><p><span style="font-family: arial;">Being confident to use and apply more sophisticated vocabulary in context accurately was a huge step towards changing mindsets. I know this helped us make shifts in literacy in the classroom this year and am looking forward to seeing if there has been a change in the types of words used in our time point two writing assessments. </span><span style="background-color: white; font-family: arial; font-size: 15.4px;">By strengthening students connections to vocabulary and the spelling conventions that accompany these new words, I hoped to see a change in attitude towards word choice which would be transferred to personal writing, higher levels of self efficacy and an overall shift in achievement so that a higher number of our learners are achieving at or above the expected norms in literacy. </span><span style="background-color: white; font-family: arial;">The </span><span style="background-color: white; font-family: arial; font-size: 15.4px;">most noticeable change has been the change in the mindsets of both myself and my students. </span></p><p><br /></p><h3 class="post-title entry-title" itemprop="name" style="background-color: white; font-family: Lato; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 22px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal; margin: 0.75em 0px 0px; position: relative;"><br /></h3>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-669119189947990172023-11-04T18:45:00.000+13:002023-11-04T18:45:09.850+13:00Restating my inquiry question and chain of events...<p><span style="font-family: arial;">This year I want to find out if</span><span style="color: #990000; font-family: arial;"><b><i> a focus on spelling conventions foster an environment where word consciousness strengthens connections to the learning? </i></b></span><span style="font-family: arial;">Creating a causal chain helps me stay focused on the purpose of my teacher inquiry. We all know how easy to fall down many rabbit holes along the way so having a causal chain to look back on helps to keep me on track and visualise the end point. My initial post to introduce my causal chain is <a href="http://robynjanderson.blogspot.com/2023/06/causal-chain-tool-for-planning-and.html">here</a>.</span></p><p><span style="font-family: arial;">At the start of term 2 my role in our school changed dramatically. I went from being one of three deputy principals to being the only DP. This change aligned perfectly with the start of my ERO journey so as I'm sure everyone will appreciate, my focus and time was spent co-constructing our matrix evidence. I found I was spending less time in the classroom and more time meeting the commitments of my DP role. Fortunately our students weren't bounced from reliever to reliever as Dianne took on the leadership of our day to day teaching component and I tried as hard as I could to be both a teacher and a leader. I quickly realised that I needed to let go of many of the lessons I loved teaching. The only one I held steadfastly to was literacy. That part was non negotiable. I was one year and one term into my T shaped literacy journey and didn't want to let that go so I had to learn how to be present in both roles. The flip side of this was that although I was using my teaching time to work towards increasing my learner's confidence using more powerful vocabulary and exploring affixes in an attempt to strengthen phonological and spelling awareness I did not blog my journey formally. Instead I had a Google doc full of notes that I knew I would be able to transcribe at a later date.</span></p><p><span style="font-family: arial;">I capitalised on the PD provided as part of the T shaped literacy initiative and attended a number of online PD sessions run by <a href="https://www.theliteracyplace.com/">The Literacy Place</a>. This helped me grow as a teacher who knew I needed to model what I wanted my students to replicate. Looking back at the 'intervention' box on my causal chain kept me on track. I ended up using this like a checklist which meant I had a plan and was able to stick to it to help me achieve the goals I set for myself. When looking through my student's eyes, t</span><span style="font-family: arial;">he reading responses both oral and written, to questions and provocations</span><span style="font-family: arial;"> provided by our T shaped units, has continued throughout the year to be our record of their shifts in the complexity of their vocabulary choices from experimental to mastery. </span></p><p><br /></p>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-83582988208724887832023-08-28T20:53:00.002+12:002023-08-28T20:53:49.470+12:00Celebrating the win...<p><span style="font-family: arial;">This week the words I heard in our class speech competition completely stopped me in my tracks. Standing in front of an audience of their peers was every member of my reading groups confidently used the vocabulary we have encountered, unpacked and explored throughout our Reading units this year in context. Gone were the usual go-to's and in their place was a plethora of sophisticated vocabulary. This is a win in every sense of the word! </span></p><p><span style="font-family: arial;">To give my last sentence some context, the previous week I had taught an explicit lesson on speech writing. This lesson contained exemplars at a variety of e-asTTle writing levels. That meant my learners were exposed to a healthy mix of simple and more powerful vocabulary. One of our challenges involved applying our knowledge language features to edit an exemplar and move it to the next level. This is where my students very sound understanding of the more powerful vocabulary needed came to the fore. This then lead to a rich discussion as each group discussed their vocabulary choices and explained why they had made these changes. We applied the same strategy to levelling up the structural features.</span></p><p><span style="font-family: arial;">Unfortunately the next few days saw me off sick, which meant my learners were left to work independently on their own speeches. I did share explicit instructions via email but knew these students would be working without guided teacher support. The comments tool in Google docs definitely gets a shout out here. I shared my feedback and left them to it. Move forward to today. I saw and heard the outcome of explicit teaching, creative ways of helping my learners connect to new and powerful vocabulary and a year long focus on affixes in action. </span></p><p><span style="font-family: arial;">My next step is to record some of these speeches that will be uploaded here so that I have a permanent record of what success looks like.</span></p>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-12690805922499321112023-08-21T21:54:00.003+12:002023-08-21T21:54:45.671+12:00T Shaped Literacy Unit 2 - Representation...<p><span style="background-color: white; font-family: arial; font-size: 15.4px;">This T shaped literacy unit focused on representations in a text. Our students asked if we could do this unit as a whole class so we listened. I lead the sessions and was able to incorporate differentiation with Dianne reinforcing the learning with her groups. The only time we separated was for the introduction of the content specific vocabulary. I have discussed my word gifting strategy in an <a href="http://robynjanderson.blogspot.com/2023/08/implement-and-try2-word-gifting.html">earlier post</a>. </span><span style="background-color: white; font-family: arial; font-size: 15.4px;">This meant once again we were able to be creative and strengthen our own teaching styles. </span></p><p style="background-color: white; font-family: Lato; font-size: 15.4px;"><span style="font-family: arial;">We began by introducing the vocabulary to give our tauira the resources they needed to help them unpack and make sense of the new learning. Our next step was to revisit the learning from the Characterisation unit before we built our own connections to the topic of representation by drawing on our prior knowledge and personal biases when looking at how scientists are depicted in a wide variety of texts. We then looked at well known scientists and concluded that our biases clouded our judgements.</span></p><p style="background-color: white; font-family: Lato; font-size: 15.4px;"><span style="font-family: arial;">Our topic this time was Superheroes. I chose comics as the text type and selected pre 1980 Spiderman, Superman, Batman and their female counterparts to help us compare and contrast the gender bias that was reflected a representation of the time. I chose the comics from this time as the later ones explore issues that would not be suitable for all my learners. </span><span style="font-family: arial;">As with my other T shaped units </span><span style="font-family: arial;">I chose to collate all my lessons in one DLO so that everything was easy to find and easy to access for both myself and my learners. The presentation below has the links to all teaching points, texts used, follow up tasks and student responses.</span></p><p style="background-color: white; font-family: Lato; font-size: 15.4px;"></p>
<div style="text-align: center;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vR_BjKCFuiNUAU30KxMMo78_wRGbwlDpXs9ccSCtSNv8SU6vLU_mWCFRrWTBf-1DJB9fAiQ1ylPkzXK/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: left;"><span style="font-family: arial;">The DLOs below reflect the student responses and show their strong connections to the topic and content specific vocabulary. What they don't show however, is the rich discussions that took place as each concept was explored and unpacked.</span></div><div style="text-align: center;"><br /></div>
<div style="text-align: center;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vQMer2ZDXlPBdGH4jXRVqwG18kpnd4jz2lLbbBMPGvkRDlebelt6I7sH_lKm5anCyB1r1kTy5sqjNUe/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: center;">
<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vT3kkzk2zPCY2YqtPVIuCN6HoPO0OoH7dLO9Ejm715unbHjOwSRQtMmdKRK5BcA1PKrB0v-20gONeg1/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div><div><br /></div>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-42613540118963273652023-08-21T21:18:00.002+12:002023-08-21T21:18:54.164+12:00Listening to my Learners...<p><span style="font-family: arial;">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.</span></p><p><span style="font-family: arial;">The questions I asked were:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: arial;"><b>What did you like about the vocabulary gifting in Reading?</b></span></li><li><span style="font-family: arial;"><b>What might you do differently to get to know the new words in Reading?</b></span></li><li><span style="font-family: arial;"><b>How did this help you in the Representation topic?</b></span></li></ul><p></p><div style="text-align: center;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vRzPAw6L9xQHoLGfLuWT7Bm2dETZU5HFZIXSPCudGSzG5TyZAWrZyNFj3TQJIx9LMEQHAPWV7dRS6fL/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><br /></div>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-33996727336263113282023-08-21T20:36:00.002+12:002023-10-29T12:44:49.227+13:00Implement and Try#2: Word Gifting...<p><span style="font-family: arial;">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. </span></p><p><span style="font-family: arial;"><i><b>Making Reading Meaningful - Sylvia Ashton-Warner and the Language Experience Approach</b></i> by Sherron Killingsworth Roberts points out that by embracing some of the </span><span style="font-family: arial;">guiding principles for practice of</span><span style="font-family: arial;"> 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 o</span><span style="color: #414042; font-family: arial;">ffer ongoing, authentic language and
</span><span style="color: #414042; font-family: arial;">literacy experiences, </span><span style="color: #414042; font-family: arial;">including lots of
opportunities to speak, listen, read, write, and think
about their own and others’ words.</span></p><p><span style="color: #414042; font-family: arial;">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. </span></p><p><span style="color: #414042; font-family: arial;">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. </span><span style="color: #414042; font-family: arial;">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. </span><span style="color: #414042; font-family: arial;">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.</span></p><p></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZrh-J9Qe7e43pZ0U0PrviSDctfEEIXehX5VACpqF8lL4VQxIBE8NGAgoN9Cbep35Qb15tdZkfZInQsGwhvvTENlxCQwdr9Xi-npzDCiqx6Pxho-Bb9L1QUHDuLMTlgIi_qdw_0LvHxeHTeDGNM2ozNBdeReRQVEMKLdRwdIdSHGYvXG6YTKhPBs1BcUJi/s984/Screen%20Shot%202023-08-21%20at%208.25.59%20PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="984" data-original-width="756" height="178" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZrh-J9Qe7e43pZ0U0PrviSDctfEEIXehX5VACpqF8lL4VQxIBE8NGAgoN9Cbep35Qb15tdZkfZInQsGwhvvTENlxCQwdr9Xi-npzDCiqx6Pxho-Bb9L1QUHDuLMTlgIi_qdw_0LvHxeHTeDGNM2ozNBdeReRQVEMKLdRwdIdSHGYvXG6YTKhPBs1BcUJi/w137-h178/Screen%20Shot%202023-08-21%20at%208.25.59%20PM.png" width="137" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc0WmcRRhkfuX3YX_xelsEU8zcDph8qsP9OvqPLlEj1xl3c9CNNKCSBHXQXhVsIIPf2ySBT8ssVSR4aqRIko7UgNFx5Pjzv6DS--Le4Jo1X-ctJ7x8Ay-S3S1DWN4L9CHkXxHlc6Ez4Qkqlzwl1TTEMSwA7NJSZtqTNgeIU4Ts3W6lDKyHJ8Lu4ukJunXY/s984/Screen%20Shot%202023-08-21%20at%208.25.45%20PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="984" data-original-width="760" height="182" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc0WmcRRhkfuX3YX_xelsEU8zcDph8qsP9OvqPLlEj1xl3c9CNNKCSBHXQXhVsIIPf2ySBT8ssVSR4aqRIko7UgNFx5Pjzv6DS--Le4Jo1X-ctJ7x8Ay-S3S1DWN4L9CHkXxHlc6Ez4Qkqlzwl1TTEMSwA7NJSZtqTNgeIU4Ts3W6lDKyHJ8Lu4ukJunXY/w140-h182/Screen%20Shot%202023-08-21%20at%208.25.45%20PM.png" width="140" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWdXVOcGl5l-kouJW35oHAiHGjjvGDmtQbbBLmi0DHdih6b_gtsyZpqgCI99vZe7lnk2c9MdcHPcctbjex4TQQvxzuzxt2GlfpJYgs3R9gvJLYvbzJrBFy_iA7yK3d3URpsdB2pMIMDQzU0jTDOs43rUP4yjZL_HrXsETgTDh3ucLGDu4iXhty_yk6Da6k/s764/Screen%20Shot%202023-08-21%20at%208.26.10%20PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="764" data-original-width="756" height="153" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWdXVOcGl5l-kouJW35oHAiHGjjvGDmtQbbBLmi0DHdih6b_gtsyZpqgCI99vZe7lnk2c9MdcHPcctbjex4TQQvxzuzxt2GlfpJYgs3R9gvJLYvbzJrBFy_iA7yK3d3URpsdB2pMIMDQzU0jTDOs43rUP4yjZL_HrXsETgTDh3ucLGDu4iXhty_yk6Da6k/w152-h153/Screen%20Shot%202023-08-21%20at%208.26.10%20PM.png" width="152" /></a></div></div><br /><p></p><p><span style="color: #414042; font-family: arial;">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.</span></p><p style="text-align: center;"><img height="480" src="https://docs.google.com/drawings/d/e/2PACX-1vQ1oPgeJtIGh1OjupcLnnbxcTPmY8JpztsVJaHq7le2RjycoiSpQHpumZKG62Dwd_7FD8gPqF6V6wWs/pub?w=960&h=720" width="640" /><span style="color: #414042; font-family: arial;"><br /></span></p><p style="text-align: left;"><span style="font-family: arial;">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.</span></p><p style="text-align: left;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMl3_Higf7pR_b7WLV_iu1AXzhqA4Hpvwd27PoPStMe6nP8OEdrVXFrV00Gh8-vRXCcnZ40WksI-_tGiQgwTULX2z79LG97E7CrMycu3IWiYEBmNfzcqP1rpRgdOvT0PAKMLRlbQT9_mtSsdBmGF1Ft3vG1PzLFHSS-csHsuUxBzNncm4weGegM8-CSXoJ/s1876/Screen%20Shot%202023-08-21%20at%208.30.50%20PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1088" data-original-width="1876" height="373" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMl3_Higf7pR_b7WLV_iu1AXzhqA4Hpvwd27PoPStMe6nP8OEdrVXFrV00Gh8-vRXCcnZ40WksI-_tGiQgwTULX2z79LG97E7CrMycu3IWiYEBmNfzcqP1rpRgdOvT0PAKMLRlbQT9_mtSsdBmGF1Ft3vG1PzLFHSS-csHsuUxBzNncm4weGegM8-CSXoJ/w640-h373/Screen%20Shot%202023-08-21%20at%208.30.50%20PM.png" width="640" /></a></div><p></p><p style="text-align: left;"><span style="font-family: arial;">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.</span></p><p><span style="color: #414042; font-family: arial;"></span></p>
Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-15692676386459696032023-07-30T14:50:00.002+12:002023-07-30T14:50:19.636+12:00Māori achieving success as Māori Webinar<p> </p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/IqX4NXrarYk" width="416" youtube-src-id="IqX4NXrarYk"></iframe></div><br /><p></p><p><span style="font-family: arial;">Last week I joined the webinar hosted by <a href="https://theeducationhub.org.nz/">The Education Hub</a> to listen to Janelle Riki-Waaka explore what Māori achieving success as Māori means from a Māori worldview, and how teachers and schools can consider how well their environments and practices support ākonga Māori to succeed and thrive.</span></p><p><span style="font-family: arial;">Here are my notes - <a href="https://docs.google.com/document/d/1evU60oBgiRulJrPJkRNkuSM_2nhYKRILXXQlJbkle80/edit?usp=sharing">Link</a></span></p>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-4932226769024935712023-06-25T14:13:00.001+12:002023-06-25T14:13:26.318+12:00Linking my Inquiry to the Literature....<p><span style="color: #990000; font-family: arial;"><b><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Share </span><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">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.</span></b></span></p><p><span style="color: #990000; font-family: arial;"><b></b></span></p><div class="separator" style="clear: both; text-align: center;"><span style="color: #990000; font-family: arial;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhN28s3Nj9BS91LVzjUqz-l_Az3cvRudFy1J6Sm_jmtiaULZgjnRy9qYb08xNu0ElQfp1JUz4eyGAXlK3S5_iC1psFFjLmcw568mIhrC1lBvwp-BTvSnF5KNAQn66T3J6QPcezH4NzOBr8N-HClRfLKRgJ8eJ7-8zOwXJLSZvoeQAM5clAhs4JbpDJodX6l/s500/6587601-removebg-preview.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="500" height="171" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhN28s3Nj9BS91LVzjUqz-l_Az3cvRudFy1J6Sm_jmtiaULZgjnRy9qYb08xNu0ElQfp1JUz4eyGAXlK3S5_iC1psFFjLmcw568mIhrC1lBvwp-BTvSnF5KNAQn66T3J6QPcezH4NzOBr8N-HClRfLKRgJ8eJ7-8zOwXJLSZvoeQAM5clAhs4JbpDJodX6l/w171-h171/6587601-removebg-preview.png" width="171" /></a></b></span></div><p></p><p><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="color: #990000; font-family: arial;"><b>Teaching Spelling in Primary and Intermediate Schools</b> -</span><span style="font-family: arial;"> <a href="https://theeducationhub.org.nz/teaching-spelling-in-primary-and-intermediate-schools/">Link to article</a></span></span></p><p><span style="font-family: arial;"><i><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">'Spelling is key to success in writing... In </span><span style="white-space: pre-wrap;">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.'</span></i></span></p><div style="text-align: left;"><span style="font-family: arial;"><span style="background-color: white; color: #222222;"><b>Reasons why spelling impacts on students’ writing:</b></span><br /><ul style="background-color: white; color: #222222; text-align: left;"><li><span style="background-color: white; color: #222222;"><span style="font-family: arial;">Misspelled words may blur the writer’s message and could influence teachers perceptions of the student’s ability.</span></span></li><li><span style="background-color: white; color: #222222;"><span style="font-family: arial;">Lack of spelling knowledge may lead to a student avoiding certain words</span></span></li><li><span style="background-color: white; color: #222222;"><span style="font-family: arial;">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</span></span></li></ul></span><ul style="text-align: left;"><span style="font-family: arial;"><li style="background-color: white; color: #222222;"><span style="font-size: 16px;">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). </span><span style="font-size: 16px;"> </span></li><li style="background-color: white;"><span style="font-size: 16px;"><span style="color: #222222;">Key learning in a spelling program (</span><a href="https://theeducationhub.org.nz/teaching-spelling-in-primary-and-intermediate-schools/" style="color: #222222;">explained here</a><span style="color: #222222;">) should include </span><i><span style="color: #990000;">phonemes, graphemes, vowels, consonants, syllables, digraphs, morphology, and etymology.</span></i></span> A challenge because of the<span style="color: #222222; font-size: 16px;"> 44 sounds (</span><strong style="box-sizing: border-box; color: #222222; font-size: 16px;">phonemes</strong><span style="color: #222222; font-size: 16px;">) in spoken English, the 250 ways to write those sounds (</span><strong style="box-sizing: border-box; color: #222222; font-size: 16px;">graphemes</strong><span style="color: #222222; font-size: 16px;">) and the facts that many of these sounds can be represented in more than one way.</span></li></span><li><span style="font-family: arial;">Teachers should follow a spelling programme to support teaching of spelling patterns and rules.</span></li><li><span style="font-family: arial;">Students need to practise retrieving knowledge from memory before it needs to be taught again. </span></li><li><span style="font-family: arial;">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.</span></li></ul><div style="text-align: left;"><strong style="background-color: white; box-sizing: border-box; color: #222222;"><span style="font-family: arial;">What to teach...</span></strong><br /><ul style="text-align: left;"><li><span style="background-color: white; color: #222222; font-family: arial;"><b>Phonemic awareness</b> </span><span style="font-family: arial;">(listen for sounds and syllables in words)</span></li><li><span style="background-color: white; color: #222222; font-family: arial;"><b>Sound-to-letter patterns and relevant spelling rules.</b></span></li><li><span style="background-color: white; color: #222222; font-family: arial;"><b>Use lists of words with the same sound-to-letter correspondences</b> (not randomly spelt ‘essential words’).</span></li><li><strong style="background-color: white; box-sizing: border-box; color: #222222; font-family: arial;">Morphology</strong><span style="background-color: white; color: #222222; font-family: arial;">– the study of meaningful word parts (eg: adding prefixes and suffixes and how they change word meanings)</span></li><li><span style="background-color: white; color: #222222; font-family: arial;"><b>Latin and Greek roots</b></span></li><li><strong style="background-color: white; box-sizing: border-box; color: #222222; font-family: arial;">Etymology</strong><span style="background-color: white; color: #222222; font-family: arial;">– the study of word origins.</span></li><li><span style="background-color: white; color: #222222; font-family: arial;"><div style="box-sizing: border-box; color: #111111; font-family: Roboto, sans-serif; font-weight: 400; line-height: 29px; margin: 0px auto;"><strong style="box-sizing: border-box;">Identify the anomalies of written English</strong></div></span></li></ul><div><strong style="background-color: white; box-sizing: border-box; color: #222222;"><span style="font-family: arial;">Joy Allcock' example of senior primary spelling program...</span></strong></div><div><ul style="text-align: left;"><li><span style="background-color: white; box-sizing: border-box; color: #222222;"><span style="box-sizing: border-box; font-size: 16px;"><span style="font-family: arial;"><b>Day 1: </b>Sound or rule for the week</span></span></span></li><li><span style="background-color: white; box-sizing: border-box; color: #222222;"><span style="box-sizing: border-box; font-size: 16px;"><span style="font-family: arial;"><b>Day 2:</b> Word meanings</span></span></span></li><li><span style="background-color: white; box-sizing: border-box; color: #222222;"><span style="box-sizing: border-box; font-size: 16px;"><span style="font-family: arial;"><b>Day 3/4:</b> Segmenting and write words with the spelling pattern</span></span></span></li><li><span style="background-color: white; box-sizing: border-box; color: #222222;"><span style="box-sizing: border-box; font-size: 16px;"><span style="font-family: arial;"><b>Day 5:</b> Dictation</span></span></span></li></ul></div></div></div><h4 class="wp-block-heading" id="some-basic-spelling-rules" style="background-color: white; box-sizing: border-box; color: #111111; line-height: 29px; margin: 0px auto;"><br /></h4><p><span style="font-family: arial;"><span style="white-space: pre-wrap;"><b><span style="color: #990000;">Effective Vocabulary Instruction</span></b> - <a href="https://theeducationhub.org.nz/effective-vocabulary-instruction/">Link to article</a></span></span></p><p><span style="font-family: arial;"><i><span><span style="background-color: white; box-sizing: border-box; color: #222222; font-size: 16px;">'Vocabulary knowledge is fundamental to reading comprehension; one cannot understand text without knowing what most of the words mean... </span></span><span style="background-color: white; box-sizing: border-box; color: #222222; font-size: 16px;">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.... </span></i></span><span style="color: #222222; font-family: arial;"><i>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'</i></span></p><p></p><ul style="text-align: left;"><li><span style="font-family: arial;"><span style="background-color: white; color: #222222; font-size: 16px;">Vocabulary knowledge is a strong predictor of reading comprehension by Year 5, and by Year 8 it is the main predictor of success. </span></span><span style="font-family: arial;"><span style="background-color: white; color: #222222; font-size: 16px;">Research has shown t</span><span style="background-color: white; color: #222222; font-size: 16px;">he </span><span style="background-color: white; color: #222222; font-size: 16px;">gaps and </span><span style="background-color: white; color: #222222; font-size: 16px;">disparities </span><span style="background-color: white; color: #222222; font-size: 16px;">between high and low achieving students widens</span><span style="background-color: white; color: #222222; font-size: 16px;"> as students in these year levels require higher levels of word knowledge in order to infer new word meanings, make meaning and find success. </span></span></li><li><span style="background-color: white; color: #222222; font-size: 16px;"><span style="font-family: arial;">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.</span></span></li><li><span style="background-color: white; color: #222222; font-size: 16px;"><span style="font-family: arial;">To achieve students need to learn about </span></span><span style="color: #222222; font-family: arial;">3,000 words per school year.</span></li><li><span style="color: #222222; font-family: arial;">Vocabulary knowledge is the key to progress in literacy, and in all other curriculum areas. </span></li></ul><p></p><h4 class="wp-block-heading" id="incidental-learning-and-explicit-instruction" style="background-color: white; box-sizing: border-box; color: #111111; font-weight: 400; line-height: 29px; margin: 0px auto;"><strong style="box-sizing: border-box;"><span style="font-family: arial;">Incidental learning and explicit instruction</span></strong></h4><div><ul style="text-align: left;"><li><span style="font-family: arial;">Incidental word learning occurs within the context of reading</span></li><li><span style="font-family: arial;">Teachers should model use of sophisticated vocabulary across the curriculum and in instructional language</span></li><li><span style="font-family: arial;">Use the think aloud strategy to define words and reflect on the author’s use of a word in a text.</span></li><li><span style="font-family: arial;">Explicit instruction in word meanings is essential as a deficit in vocabulary knowledge will prevent inferences from being made.</span></li></ul><div><span style="font-family: arial;"><b>Selecting words to teach during literacy instruction and across the curriculum</b></span></div></div><div><ul style="text-align: left;"><li><span style="font-family: arial;">When planning a unit consider vocabulary challenges to identify which words that need explicit instruction.</span></li><li><span style="font-family: arial;">Use a <b>three-tiered system</b> to decide which words need to be taught explicitly:</span></li><ul><li></li><li><span style="font-family: arial;"><b>Tier 1</b> words are <b>common, everyday words</b> used in <b>oral language</b></span></li><li><span style="font-family: arial;"><b>Tier 2</b> words are more <b>wide-ranging, specific</b> used in <b>written language </b>more than in conversation </span></li><li><span style="font-family: arial;"><b>Tier 3</b> are <b>content specific</b> </span></li></ul><li><span style="font-family: arial;">Tear 2 words are the words that will need to be targeted for explicit instruction.</span></li></ul><div><strong style="background-color: white; box-sizing: border-box; color: #222222;"><span style="font-family: arial;">What to teach...</span></strong></div></div><div><ul style="text-align: left;"><li><span style="color: #222222; font-family: arial;"><span style="background-color: white;">Correct pronunciation, the written form, and an understanding of the word’s meaning are key priorities</span></span></li><li><span style="color: #222222; font-family: arial;"><span style="background-color: white;">Greek and Latin roots</span></span></li><li><span style="color: #222222; font-family: arial;"><span style="background-color: white;">Affixes</span></span></li></ul><span style="color: #222222; font-family: arial;"><span style="background-color: white;"><b>How to do this...</b></span></span><br /><ul style="text-align: left;"><li><span style="color: #222222; font-family: arial;"><span style="background-color: white;">Be clear and explicit when discussing word meanings</span></span></li><li><span style="color: #222222; font-family: arial;"><span style="background-color: white;">Repetition to consolidate</span></span></li><li><span style="color: #222222; font-family: arial;"><span style="background-color: white;">Use visual representations of words to aid memory</span></span></li><li><span style="color: #222222; font-family: arial;"><span style="background-color: white;">Provide opportunities for students to pronounce the words themselves</span></span></li><li><span style="color: #222222; font-family: arial;"><span style="background-color: white;">Finish a sentence which uses the word</span></span></li><li><span style="color: #222222; font-family: arial;"><span style="background-color: white;">Act out word meanings</span></span></li><li><span style="color: #222222; font-family: arial;"><span style="background-color: white;">Unpack sentences with the word that do and do not, make sense</span></span></li><li><span style="color: #222222; font-family: arial;"><span style="background-color: white;">Identify examples and non-examples of the word’s meaning. </span></span></li><li><span style="color: #222222; font-family: arial;"><span style="background-color: white;">Find synonyms and use in context</span></span></li></ul><div><span style="color: #222222; font-family: arial;"><br /></span></div><div><p class="p1" style="-webkit-text-stroke-color: rgb(133, 0, 2); color: #850002; font-family: Arial; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal; margin: 0px 0px 12px;"><span class="s1" style="font-kerning: none;"><b>The</b></span><span class="s2" style="-webkit-text-stroke-color: rgb(0, 0, 0); color: black; font-kerning: none;"> </span><span class="s1" style="font-kerning: none;"><b>Role of Motivation in Learning</b></span><span class="s2" style="-webkit-text-stroke-color: rgb(0, 0, 0); color: black; font-kerning: none;"> - <a href="https://www.blogger.com/blog/post/edit/7992663738685872415/493222676902493571#"><span class="s3" style="-webkit-text-stroke-color: rgb(0, 0, 233); color: #0000e9; font-kerning: none;">Link to article</span></a></span></p><p class="p2" style="-webkit-text-stroke-color: rgb(26, 26, 26); color: #1a1a1a; font-family: Arial; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal; margin: 0px 0px 12px;"><span class="s2" style="-webkit-text-stroke-color: rgb(0, 0, 0); color: black; font-kerning: none;">Motivation is</span><span class="s4" style="background-color: white; font-kerning: none;"> 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). </span><span class="s1" style="font-kerning: none;">For teachers, a lack of motivation has long been one of the most frustrating obstacles to student learning. </span></p><p class="p2" style="-webkit-text-stroke-color: rgb(26, 26, 26); color: #1a1a1a; font-family: Arial; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal; margin: 0px 0px 12px;"><span class="s1" style="font-kerning: none;"><b>How to do this... </b></span></p><ul class="ul1"><li class="li4" style="-webkit-text-stroke: rgb(26, 26, 26); color: #1a1a1a; font-family: Arial; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal; margin: 0px;"><span class="s5" style="-webkit-text-stroke-color: rgb(0, 0, 0);"></span><span class="s1" style="font-kerning: none;">Set goals - performance and mastery</span></li><li class="li4" style="-webkit-text-stroke: rgb(26, 26, 26); color: #1a1a1a; font-family: Arial; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal; margin: 0px;"><span class="s5" style="-webkit-text-stroke-color: rgb(0, 0, 0);"></span><span class="s1" style="font-kerning: none;">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. </span></li><li class="li4" style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal; margin: 0px;"><span class="s1" style="-webkit-text-stroke-color: rgb(26, 26, 26); font-kerning: none;"><span style="color: #1a1a1a; font-family: Arial;">Normalise the struggle </span></span></li><li class="li4" style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal; margin: 0px;"><span class="s1" style="-webkit-text-stroke-color: rgb(26, 26, 26); font-kerning: none;"><span style="color: #1a1a1a; font-family: Arial;">Encourage the importance of asking for help</span></span></li><li class="li4" style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal; margin: 0px;"><span class="s1" style="font-kerning: none;"><span style="color: #1a1a1a; font-family: Arial;">Students who believe that they can succeed are more likely to reach their goals.</span></span></li><li class="li4" style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal; margin: 0px;"><span class="s1" style="font-kerning: none;"><span style="color: #1a1a1a; font-family: Arial;">Use the analysis of the student survey </span></span></li><li class="li4" style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal; margin: 0px;"><span class="s1" style="font-kerning: none;"><span style="color: #1a1a1a; font-family: Arial;">Remind students of the purpose behind the learning</span></span></li><li class="li4" style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal; margin: 0px;"><span class="s1" style="font-kerning: none;"><span style="color: #1a1a1a; font-family: Arial;">Allow for visual connections to be made</span></span></li></ul></div></div><div><span style="color: #990000; font-family: arial;"><b><br /></b></span></div><div><span style="color: #990000; font-family: arial;"><b>How these readings helped me to form a hypothesis... </b></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">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 '</span><span style="font-family: arial;">The Code' </span><span style="font-family: arial;">spelling programme to support the teaching of spelling patterns and rules, something suggested in the article, '</span><span style="font-family: arial;">Teaching Spelling in Primary and Intermediate Schools'. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">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.</span></div><div><br /></div><p><br /></p>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-21750951091419486062023-06-11T14:51:00.004+12:002023-06-11T15:27:05.791+12:00T Shaped Literacy Unit 1 - Great Beginnings...<p style="background-color: white; font-family: Lato; font-size: 15.4px;"><span style="font-family: arial;">This T shaped literacy unit focused on the the beginning of a text. Dianne and I decided that we would split our class into two groups. We kept these groups separate so that both of us had the opportunity to teach these lessons in the way we wanted to without having to run an idea past each other before implementing it. This meant we were able to be creative and strengthen our own teaching styles. I lead the introduction with the whole class so that we were all starting from the same point. The lesson I followed is on slides 16 -21 on the presentation below and was the same lesson we were taken through by Aaron and Selena. What was hugely beneficial for me was that Dianne observed me doing this and gave me some great feedback and feed forward. It also showed us clearly which areas we needed to reinforce in the following lesson. </span></p><p style="background-color: white; font-family: Lato; font-size: 15.4px;"><span style="font-family: arial;">We began by introducing the idea that a narrative text is broken into three parts, Act 1 (the beginning), Act 2 (the middle) and Act 3 (the end), so that everyone understood what is was that we would be focusing on. As our focus was the beginning or Act 1 we unpacked the type of information we would find in this section of the text. This is what we used to help our learners visualise the learning and make their own connections. I think this was the most used slide in the DLO as both myself and my group referred to it often and reminded me of the power of having a rewindable resource. This is on slide 11 of the presentation below.</span></p><p style="background-color: white; font-family: Lato; font-size: 15.4px;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmIJ9gfEgf5SKtUq_RteoWWf_YRGoqDbK2Qh-ESbMyrxCps-QtNKTkbwUvaArQYl_p2Acz8YKTNjz1sDGegRuFOUQItFcTL7VD8hBrJJFErEDTdxfewt_nXXlYEyfJlMIsDsHrZnUY7m4U670qI9xqGLHW8V2hnfaRgH2WRij6JeJ-RWmvJmoMPinaWw/s1884/Screen%20Shot%202023-06-11%20at%2010.06.53%20AM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1066" data-original-width="1884" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmIJ9gfEgf5SKtUq_RteoWWf_YRGoqDbK2Qh-ESbMyrxCps-QtNKTkbwUvaArQYl_p2Acz8YKTNjz1sDGegRuFOUQItFcTL7VD8hBrJJFErEDTdxfewt_nXXlYEyfJlMIsDsHrZnUY7m4U670qI9xqGLHW8V2hnfaRgH2WRij6JeJ-RWmvJmoMPinaWw/w400-h226/Screen%20Shot%202023-06-11%20at%2010.06.53%20AM.png" width="400" /></a></div><p></p><p style="background-color: white; font-family: Lato; font-size: 15.4px;"><span style="font-family: arial;">I chose to collate all my lessons in one DLO so that everything was easy to find and easy to access for both myself and my learners. The presentation below has the links to all teaching points, texts used, follow up tasks and student responses.</span></p><div style="text-align: center;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vRMEZdvkPGyHRfnijFkBQ2m4G9JrcuKnsb8BTY4WFKN1neCqMIZ49z_rnYDhgCvkxqE7iQPLNwN_QQY/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: left;"><span style="background-color: white; font-family: arial; font-size: 15.4px;">I began by splitting my group into two teams. No particular reason for the grouping as my idea was that each time we worked together different people would take on a different role in the group. This worked brilliantly as I began each reading lesson by asking who the leader was. What I loved seeing was how the rest of group supported each other and respected the roles they were undertaking for the day. </span></div><div style="text-align: left;"><span style="background-color: white; font-family: arial; font-size: 15.4px;"><br /></span></div><div style="text-align: left;"><span style="font-family: arial;"><span style="background-color: white; font-size: 15.4px;">After our introductory lesson which had no links to our actual topic I began with a couple of front loading lesson (slide 22 -26) to introduce my learners to our topic of 'Refugees" and help them build their own connections. I chose this topic because I am very aware of the need for all my learners to see themselves in the texts we unpack. This topic can be a sensitive issue but I talked to my students who identify as refugees about what the texts were and what the follow up work would look like. They were all excited to share the stories many of their families have been through and added valuable contributions to our learning that we never have got from just reading a text. </span></span></div><div style="text-align: left;"><span style="background-color: white; font-family: arial; font-size: 15.4px;"><br /></span></div><div style="text-align: left;"><span style="background-color: white; font-family: arial; font-size: 15.4px;">With our first text I asked both groups to use </span><span style="background-color: white; font-family: arial; font-size: 15.4px;">the same Google doc to </span><span style="background-color: white; font-family: arial; font-size: 15.4px;">record their thinking in the comments tool. Response challenges on the shared doc were identified through the use of a different coloured font, meaning we learnt with and from each other. The most valuable learning I carried over from 2022 was to include a <b>'Questions we have'</b> slide and a <b>'Vocabulary we don’t understand'</b> slide. Discussing </span><span style="font-family: arial;"><span style="background-color: white; font-size: 15.4px;">the content of these slides at the start of each lesson meant that we learnt with and from each other the whole way through</span><span style="background-color: white; font-size: 15.4px;">. The slides on the DLO shared are not filled in as often the questions and vocabulary the groups identified as needing further discussion were recorded on paper. </span></span></div><div style="text-align: left;"><span style="font-family: arial;"><span style="background-color: white; font-size: 15.4px;"><br /></span></span></div><div style="text-align: left;"><span style="font-family: arial;"><span style="background-color: white; font-size: 15.4px;">After the first text, we decided that each group would have their own Google doc to record their responses on. Follow up responses for each text were the same which helped to reinforce the purpose behind the learning. As I mentioned earlier slide 11 was referred back to each lesson as it enabled my learners to use the content specific language I was looking for when formulating and sharing their responses. </span></span></div><div style="text-align: left;"><span style="font-family: arial;"><span style="background-color: white; font-size: 15.4px;"><br /></span></span></div><div style="text-align: left;"><span style="font-family: arial;"><span style="background-color: white; font-size: 15.4px;">My biggest takeaway going forward however from this unit is to continue to include the synthesis responses in each individual text response. This allowed for ideas to be quickly transferred to our framework and enabled my learners to discuss and </span></span><span style="background-color: white; font-family: arial; font-size: 15.4px;">synthesise the information effectively.</span></div><div style="text-align: left;"><span style="background-color: white; font-family: arial; font-size: 15.4px;"><br /></span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjY2BybIWnPH_buV7FJghz5twQdepK53H1pvIsk8GZGJPbdlq34Tdp2HxlzqklR1PdDvcmAid71pbpIQ9L1bkAHFZ_UxySHJRfZWb6_GBhJuXhLOe8ouQH3NTlPegTbp7wRkOMYHU8zGO1gvTL18tGQSTd1_-inSPQ5AR53BApiLWyLSGPGKuhi1sUZWw/s960/Exploring%20%20Great%20Beginnings.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjY2BybIWnPH_buV7FJghz5twQdepK53H1pvIsk8GZGJPbdlq34Tdp2HxlzqklR1PdDvcmAid71pbpIQ9L1bkAHFZ_UxySHJRfZWb6_GBhJuXhLOe8ouQH3NTlPegTbp7wRkOMYHU8zGO1gvTL18tGQSTd1_-inSPQ5AR53BApiLWyLSGPGKuhi1sUZWw/w400-h225/Exploring%20%20Great%20Beginnings.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial;">The image above shows how I included this in the reading response tasks.</span></div><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial;"><br /></span></div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXXFEerF5CiT3K4mUOzKZZ0GJSi3LEp5eCIjA4wlrwX76gl1jz_dYCUACarJUOPUgrx_LZ9mYLeNQe5NGrmoKlKWhvufwy_dm_i1GfywCiuw7t5vtHAghlq3yQXIneA-9eOP-1GEv2qZBquRVxQPyPdqjU1M1_eMH3wk0Tg6_GEoIlHvyMjirDI1DFNQ/s960/Exploring%20%20Great%20Beginnings%20(1).jpg" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: arial;"><img border="0" data-original-height="540" data-original-width="960" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXXFEerF5CiT3K4mUOzKZZ0GJSi3LEp5eCIjA4wlrwX76gl1jz_dYCUACarJUOPUgrx_LZ9mYLeNQe5NGrmoKlKWhvufwy_dm_i1GfywCiuw7t5vtHAghlq3yQXIneA-9eOP-1GEv2qZBquRVxQPyPdqjU1M1_eMH3wk0Tg6_GEoIlHvyMjirDI1DFNQ/w400-h225/Exploring%20%20Great%20Beginnings%20(1).jpg" width="400" /></span></a></div><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial;"><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: arial;">This image is the framework that we use to help us synthesise ideas across the texts. After comparing and contrasting the information from the three texts we used, Team 2 responded to the challenge of <b><i>writing</i></b></span><span style="font-family: arial;"><b><i> an argument convincing other students why one of the story beginnings is better than the other(s) </i></b>with this response:</span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: arial;"><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span style="color: #990000; font-family: arial;">Our group has made a definite choice that Abbas’ Story, ‘From Afghanistan to Aotearoa’ had a preferable exposition as they used short and meaningful quotes such as. Imagine having to make an impossible choice and face misery after misery or start a new life.’ They also used the techniques called ‘rhetorical questions’ to make the readers think about the questions. Another technique is using dramatic and effective words to build the tension. In the story in the last few parts of act 1, the question in the first line has been answered when they had a catastrophic conundrum between staying in their motherland and being miserable or risking their lives to escape their misery and hope of a new era. Would you risk everything for freedom?</span></div><div class="separator" style="clear: both; text-align: left;"><span style="color: #990000; font-family: arial;"><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: arial;">I really enjoyed teaching this unit and </span><span style="background-color: white; font-family: arial; font-size: 15.4px;">am looking forward to seeing if the deeper understanding my learners have for narrative beginnings transfers to our upcoming written challenges.</span></div></div>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-48496672611701093792023-06-11T09:50:00.002+12:002023-06-11T09:50:38.904+12:00T-Shaped Literacy Intervention - Record of learning link 2023...<p><span style="background-color: white; font-family: arial; font-size: 15.4px;">To consolidate and strengthen our learning Dianne and I are taking part again this year in a project run by Dr Aaron Wilson and Selena Meiklejohn-Whiu from the University of Auckland, to investigate the effects of a T shaped literacy intervention of Year 7/8 students' reading and writing of literary texts in subject English. </span></p><p style="background-color: white; font-family: Lato; font-size: 15.4px;"><span style="font-family: arial;">Following on from my 2022 post and as a record of my learning I will be updating this post as we move through the project. I will be sharing the resources I make for my class in additional posts. As with last year we began the intervention with a pretest to gather baseline data and paint a picture of where our current class is starting this journey at. Following on from each session we will implementing the new learning in our class program.</span></p><p style="background-color: white; font-family: Lato; font-size: 15.4px;"><span style="font-family: arial;">Links to notes from our PD sessions:</span></p><p style="background-color: white; font-family: Lato; font-size: 15.4px;"><span style="font-family: arial;"><a href="https://docs.google.com/document/d/1KwaEyxEw49CdJ87yuhF7Og9v1WVypQgpdgabxgPKYxM/edit?usp=sharing"><b><span style="color: #990000;">Session 1</span></b></a></span></p><p style="background-color: white; font-family: Lato; font-size: 15.4px;"><span style="font-family: arial;"><b><a href="https://docs.google.com/document/d/1Vys0x4VWyc3kLLKlAt0niAlt45n1o7XM8HSwRuV259A/edit?usp=sharing"><span style="color: #990000;">Session 2</span></a></b></span></p>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-78839416578849717302023-06-05T19:14:00.005+12:002023-06-05T19:14:52.554+12:00Teacher inquiry at PBS 2023...<p><span style="font-family: arial;">This year Dianne Fisi'iahi and I are both in-school COL teachers for Panmure Bridge School. What I like about this is that there are two of us leading the implementation of teacher inquiries for 2023. This means neither of us are trying to find time to have the professional discussions needed with our colleagues. By sharing the responsibility we are able to manage this much more effectively than past years. I look after the teachers participating in the RPI program as I am their mentor, and our beginning teachers. Dianne looks after the more experienced teachers. This means we are playing to our strengths and guiding teacher inquiry effectively in our school.</span></p><p><span style="font-family: arial;">We began our journey by using the presentation I created a few years ago which helps us set up our PBS staff for their inquiries into their own practice. With two sets of eyes we have adapted and tweaked my original slides, making our inquiry process more streamlined. I am also enjoying the fact their are two voices delivering the messages, which means we can support each other in staff meetings. </span></p>
<div style="text-align: center;"><iframe allowfullscreen="true" frameborder="0" height="350" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vQ3imWSBeSDGRV9M3t8f410S93JfFXOHTzN45TBhGhe_GwdVxkUaVaakk8XvvpRKFZLv1-LeU5a1MO4/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="450"></iframe></div><div style="text-align: center;"><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><span style="font-family: arial;">We began by supporting our teachers to analyse their data to find the gaps in learner knowledge, then use this to identify a target group and formulate their inquiry questions. All inquiries are visible with links to professional blogs being recorded on a shared doc so that we can learn with and from each other. Our second TAI session was about creating a causal chain to help map out inquiries and stay on track. Both of these TAI staff meetings have been shared with a purpose to encourage buy-in and inform blog posts. </span></div><div style="text-align: left;"><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><span style="font-family: arial;">Dianne and I share our inquiries as exemplars to guide those new to this process. We have also shared the link to the Manaiakalani Kahui Ako page so that teachers can find exemplars of inquiries that align with their year levels. Our next step is to encourage our PBS teachers to tap into the expertise of the Across School COL teachers. </span></div>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-7639652363426856512023-06-05T17:51:00.001+12:002023-06-05T17:51:14.908+12:00Causal Chain... A tool for planning and reflecting...<div style="text-align: center;"><img height="157" src="https://docs.google.com/drawings/d/e/2PACX-1vSro043OTQ7d4xE43rV7YDaJ-yz_lZX5opaUMMxKZ08DUHk6_l2DJIsNBwoCxAeZoSUc6_OKFV3G2pf/pub?w=3360&h=820" width="640" /></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><span style="color: #660000; font-family: arial;"><a href="https://docs.google.com/drawings/d/1zmlZ81uonPbzYKI9JmatkMlp7G-MCN0dZdIFgNfirQs/edit?usp=sharing">Link to causal chain</a></span></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><p style="background-color: white; text-align: start;"><span style="font-family: arial; font-size: 15.4px;">This year I want to find out if</span><span style="color: #990000; font-family: arial;"><span style="font-size: 15.4px;"><b><i> a focus on spelling conventions foster an environment where word consciousness strengthens connections to the learning? </i></b></span></span><span style="font-family: arial; font-size: 15.4px;">Creating a causal chain helps me stay focused on the purpose of my teacher inquiry. As I have said before, it is so easy to fall down many rabbit holes along the way so having a causal chain to look back on helps to keep me on track. </span><span style="font-family: arial; font-size: 15.4px;">Creating a causal chain allows me to visualise where I want my students to be at the end of the learning year, then map backwards the steps I will take to strengthen our (mine and my learner's) connections to the topic. </span></p><p style="background-color: white; text-align: start;"><span style="font-family: arial; font-size: 15.4px;">My <i>'crusade'</i> this year is to grow the vocabulary knowledge of akonga in my literacy groups. This year Dianne and I are undertaking a collaborative inquiry as we share a learning space. Although we are approaching this challenge in different ways, the reason behind it remains aligned. We have seen our students fall back on the familiar and simple words like <i>'went'</i> when writing independently, possibly because don't have the confidence to draw on the more powerful words that would move their writing to the next level. Our hunch is that reliance on the <i>'known' </i>maybe due to the <i>'fear'</i> of making mistakes when spelling the more challenging words expected at a Year 7/8 level. Spending time focussing on identifying meaningful chunks in words (root words, base words and affixes) might be the key that unlocks the door to the<i> 'unknown'</i> and may help my learners strengthen their vocabulary, spelling and decoding development in literacy so they are able to use and apply this knowledge when working independently..</span></p><p style="background-color: white; font-family: Lato; font-size: 15.4px; text-align: start;"><br /></p></div>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-51263836378782172842023-05-02T21:11:00.001+12:002023-11-10T21:47:43.545+13:00Teaching as Inquiry 2023<br /><div class="separator" style="clear: both; text-align: center;"><span id="docs-internal-guid-e798ab82-7fff-4966-0fbe-c14f0a994d55"><span style="background-color: white; font-family: Raleway, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="border: none; display: inline-block; height: 277px; overflow: hidden; width: 649px;"><img height="277" src="https://lh7-us.googleusercontent.com/rYYdU9y9ov7KaRUdrB2CVkDoks6QmqVVHJMcyu6YRjTWtaekK7v7nrYLNY0W45lTVDSHBns9spB_ZJSedpd2wNqEdXEf8JsfbL_EtCRnaxXdtOnAs-dKGVGyFZEIiLavEL35PPfHSmP2iAEnTo81eCQ" style="margin-left: 0px; margin-top: 0px;" width="649" /></span></span></span></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p><span style="background-color: white; color: #990000; font-family: arial;"><b><span><a href="https://docs.google.com/document/d/1-f9jNmjyklxUoPbkC26e5y0FKrbuDUaMh6axRIAUFDU/edit?usp=sharing" target="_blank">Click here</a></span></b><b> </b></span><span style="background-color: white; font-family: arial;">to see how I align my inquiry with the Manaiakalani framework</span><span style="background-color: white; font-family: arial;">.</span></p><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: white; font-family: arial; font-style: italic; vertical-align: baseline; white-space: pre-wrap;"></span></div><div style="background-color: white;"><div style="text-align: center;"><div style="text-align: left;"><span style="vertical-align: baseline; white-space: pre-wrap;"><span face=""arial" , "helvetica" , sans-serif"><span id="docs-internal-guid-645d60b2-d076-9023-8ee1-dfc3e0725698"><span style="font-family: arial; vertical-align: baseline;"><i>“Recognising and spreading sophisticated pedagogical practice across our community so that students learn in better and more powerful ways...” </i></span></span></span></span></div><div><span style="vertical-align: baseline; white-space: pre-wrap;"><span face=""arial" , "helvetica" , sans-serif"><span><span style="font-family: arial; vertical-align: baseline;"><i><br /></i></span></span></span></span></div><div><span style="font-family: arial;">The <a href="http://www.manaiakalani.org/our-schools/col" style="color: #990000; text-decoration-line: none;" target="_blank"><b>Manaiakalani Community of Learning</b></a> is working together on this task using the expertise existing in of our community of learning. </span></div><div style="font-family: Lato; font-size: 15.4px; text-align: left;"><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiooTuxFSN6-2U5EkIx3GOVVOX6CkmUDMjrWIxxK3UU9W_9KyMedzsy5k-A1ap7mII9oCyFv02Dm5qpoWzQmhbrabTBJluU0uDsta2SMRLL3IT8BzVODzrK11-wDH7OKmcq31y57BmJLOmkqTNYWL3s6Z-4issoSNSKcvphtBWSlafkGruYpCGwqYPGL_Z/s1170/Screen%20Shot%202023-11-10%20at%209.39.56%20PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="460" data-original-width="1170" height="253" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiooTuxFSN6-2U5EkIx3GOVVOX6CkmUDMjrWIxxK3UU9W_9KyMedzsy5k-A1ap7mII9oCyFv02Dm5qpoWzQmhbrabTBJluU0uDsta2SMRLL3IT8BzVODzrK11-wDH7OKmcq31y57BmJLOmkqTNYWL3s6Z-4issoSNSKcvphtBWSlafkGruYpCGwqYPGL_Z/w640-h253/Screen%20Shot%202023-11-10%20at%209.39.56%20PM.png" width="640" /></a></div></div><div style="text-align: left;"><div style="font-size: 15.4px; text-align: center;"><div style="font-family: Lato; text-align: left;"><span face=""arial" , "helvetica" , sans-serif"><b><br /></b></span></div><div style="text-align: left;"><span style="font-family: arial;"><b>Labels:</b></span></div><div style="text-align: left;"><span style="font-family: arial;"><b><br /></b></span></div></div><div style="text-align: center;"><div style="text-align: left;"><span face=""arial" , "helvetica" , sans-serif"><span style="font-family: arial;">LEvidence, LScan, LTrend, LHypothesise, LResearch, LReflect,</span></span></div></div><div style="text-align: center;"><div style="text-align: left;"><span face=""arial" , "helvetica" , sans-serif"><span style="font-family: arial;">CPlan, CTry, CInnovate, CImplement, CReflect,</span></span></div></div><div style="text-align: center;"><div style="text-align: left;"><span face=""arial" , "helvetica" , sans-serif"><span style="font-family: arial;">SPublish, SCoteach, SModel, SGuide, SFback, SReflect</span></span></div></div></div></div></div>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-82768815679044890892023-04-23T16:35:00.007+12:002023-06-05T17:54:21.492+12:00Qu 4: Collecting evidence and data...<span style="color: #990000; font-family: arial;"><b>Begin to collect evidence and data and come to the next session ready to share your preliminary findings about the nature and extent of the student challenge i.e. using your baseline student data and evidence. </b></span><div><span style="background-color: transparent;"><br /></span></div><div><span style="background-color: transparent;"><span style="font-family: arial;">I will use this opportunity to introduce the group of students I will be working with on this inquiry this year. There are 19 students in this group of year 7/8 students (5 Year 7 girls, 3 Year 7 boys, 3 Year 8 girls and 8 Year 8 boys). When referring to the Writing and Spelling data, these students have been identified as our most able students. </span></span></div><div><span style="background-color: transparent;"><br /></span></div><div style="text-align: center;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vQ7yPnyHwqS5-GZlgrhij-ScCyBqE8Q1Q19LUu9TejdRRZMTcw71ktG-LdOSeoFWCP9WUmwvvh6VT8J/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: left;"><span style="font-family: arial;">What I noticed when looking closely at their e-asTTle results was that our Year 8 students scored well in their vocabulary choices, possibly due to the increased levels of vocabulary they gained from actively participating in the Reading for Enjoyment and T-shaped literacy initiatives last year. The Year 7 students however, chose to play safe and use the words they knew how to spell. One example of this evident in a comparison of two of the Term 1 e-asTTle writing explanations on the same community facility. The Year 8 student referred to the facility as 'appealing' and 'affordable', whereas the Year 7 student explained that it was 'fun' and 'didn't cost much'. </span></div><div style="text-align: left;"><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><span style="font-family: arial;">My next steps are to explore ways I can grow v</span><span style="background-color: white; font-family: arial; font-size: 15.4px;">ocabulary, the knowledge of words and word meanings so that the words met on this journey are transferred from where they were found, to my learner's personal word banks. </span></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><br /></div>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-41880394163622049212023-04-12T12:28:00.004+12:002023-06-05T17:54:39.073+12:00Qu 3: Building an accurate profile of students' learning - tools, measures and approaches...<p><b style="color: #990000;"><span style="font-family: arial;">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.</span></b></p><p><span style="font-family: arial;">Vocabulary refers to the knowledge of words and word meanings. </span><span style="font-family: arial;"><span>Helping students become word conscious is a crucial endeavour for teachers across all levels, and more so for teachers working with students whose prior vocabulary exposure may be limited. One of the biggest hurdles I have observed when I ask my learners to complete a writing task is their problem solving skills when it comes to vocabulary choice. At some point in their learning journeys so far our learners have formed the mindset that making a mistake when spelling is not ok. This deficit mindset causes problems when it comes to experimenting and/or taking risks with new vocabulary. Additionally it stops the flow of writing and results in many students just giving up or embracing the idea that they simply are not good at writing or spelling. </span></span></p><p><span style="font-family: arial;"><span>Dianne and I are carrying out a collaborative inquiry this year but have chosen at this point to work independently with different groups. Dianne chose the students who find spelling a challenge which has left me with the students who are more able spellers. Having collected the <a href="http://robynjanderson.blogspot.com/2023/03/qu-2-why-we-judge-this-to-be-most.html"><span style="color: #990000;">baseline data and captured student voice</span></a> (shared in an earlier post), we have decided to adopt the strategy of divide and conquer. </span></span><span style="font-family: arial;">Our ongoing conversations about the spelling hurdles we need to 'knock down' have opened our eyes to the fact our students who struggle with spelling need a different intervention than those who have some understanding. We want our students to take risks but are fully aware that those who see themselves as 'not good at spelling' need to revisit the basics in a safe space where they feel empowered.</span><span style="font-family: arial;"> </span></p><p><span style="font-family: arial;"><span>The analysis below</span> reflects the responses of the attitude towards spelling of the 25 students in our class who have shown in our data to be our more able spellers. When responding to the e-asTTle attitude question, ‘I am good at spelling’. 70% of these students see themselves as being good spellers, while in contrast 30% do not. It is the mindset of the 40% who’s thinking I need to change.</span></p><div><span style="font-family: arial;"><br /></span></div>
<div style="text-align: center;"><span style="font-family: arial;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vSNWzefBba0i4zaJoR2dO3V3tsIAM6HpSnuwkipSnZnj68Jpc_yOh9xdqwqcNzz9AuyB8yCYcT5ClY4/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></span></div><div style="text-align: center;"><span style="color: #990000; font-family: arial;"><b><br /></b></span></div><div style="text-align: left;"><div><span style="color: #990000; font-family: arial;"><b>The tools/measures/approaches:</b></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="color: #990000; font-family: arial;"><b>Planning changes:</b></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Making time to implement anything needs to become a reality if any success is to be achieved. We have a dedicated time for Word Consciousness in our timetable so that we are accountable for teaching it and our students see this as something we value. In my group I have a mix of book work and digital work. We use dictionaries and thesaurus' to build skills and work both independently and collaboratively.</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="color: #990000; font-family: arial;"><b>Student Voice:</b></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Gathering student voice is a vital part of teaching. It gives us a clear picture of where our students are at, what they're thinking and what we need to do to allow of learners to make their individual connections to the learning. We have devised a Spelling survey which will completed at the end of each term, allowing us to measure both the small and big changes. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="color: #990000; font-family: arial;"><b>Peters/e-asTTLE Assessments:</b></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Analysing these results gives us a clear picture of what our students can do and where our knowledge gaps are. We will use these results to inform our planning and identify shifts in achievement. </span></div><div><span style="font-family: arial;"><br /></span></div><div><p dir="ltr" style="background-color: white; font-family: Lato; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="color: #990000; font-family: Arial; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Next steps:</span></p><p dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"></p><ul style="text-align: left;"><li><span style="white-space: pre-wrap;"><span style="font-family: arial;">Explore creative and fun ways we can grow our word consciousness culture in our class</span></span></li><li><span style="white-space: pre-wrap;"><span style="font-family: arial;">Make word consciousness visible in our class</span></span></li><li><span style="font-family: arial;">Explore success in our school, other schools and other clusters </span></li><li><span style="font-family: arial;">Professional Readings/ PLD</span></li><li><span style="font-family: arial;">Use student created DLOs as exemplars </span></li></ul><p></p></div><div><span style="font-family: arial;"><span><br /></span></span></div><div><span style="font-family: arial;"><span>To sum up, </span>we think limited word knowledge is the problem and now need to find out why it is the problem. It is not about weekly spelling lists, but rather meeting, noticing, unpacking, understanding, exploring and using a wider variety of words across the curriculum that will hopefully strengthen the spelling ability and word consciousness of the students in LS2 2023. Looking forward we feel that by addressing this now we will open the doors of learning wider when it comes to the transition into Year 9.</span></div></div><div style="text-align: center;"><p style="text-align: left;"><br /></p></div>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-43292424416228272632023-04-12T09:56:00.006+12:002023-06-05T18:14:40.467+12:00Implement and Try #1: Digital Escape Rooms<p><span style="font-family: arial;">Last term I attended the Creating Digital Escape Rooms with Donna Yates toolkit. Donna introduced us to a collection of published digital escape rooms which we had an opportunity to explore. We were also shown how to create our own escape rooms using Google forms. </span></p><p><span style="font-family: arial;"><a href="https://docs.google.com/presentation/d/1wut6CzgEVmopqq_BfDWYlHh5qHcjC8jDHFZrdrqMAjA/edit?usp=sharing"><span style="color: #990000;">Here is the link to Donna's presentation</span></a>. Slides 7-15 have clear steps to follow if you are keen to give this a try.</span></p><p><span style="font-family: arial;">As a way of putting my new learning into practise and helping my students strengthen their connections to their affixes learning, we created our own affix themed digital escape rooms. The challenge was to devise 10 affix related questions that their peers would then answer in their quest to open an online game that let them apply their new learning in a fun way. The games selected were found using our smart searching skills so are not our own creations. That is one of our next challenges.</span></p><p><span style="font-family: arial;">This was a fun and practical way of reinforcing learning. Dictionaries were out in full force and the discussion was rich and very loud as questions were being tested on friends orally before being recorded on the Google form. What I liked about this activity was the fact it forced my learners to draw on and recall their new learning, the dictionaries and the books they have been completing challenges in were used purposefully and the whole activity was met with a huge level of enthusiasm. 'Easy' questions were soon pushed to the side as the desire to write the 'hardest' question became the challenge of the day. </span><span style="font-family: arial;">This activity took two blocks of learning to complete but was absolutely worth it as the 'I've escaped' cheers showed the level of buy-in and allowed my learners to see their own success in real time, and I was able to see just how strong the connections to our new learning are.</span></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoVNCanvPz9N1oha5Pa3Dv_xXayhlSYhZ0Ox19334l4DSHfRMGpSuOQ9UkJx5CY6uCrDsD8zTBHAEjdI3iD0EwRzbB1fPTR86tSHtw7pkWgDmxZytUJZTvGBvUAuyPkBYqLHsduJNRxqqEXQQa4FP1vgRkNBEnpHUYdDNsQR6_BVIKQ_vp3L_QL9onJg/s2636/Screen%20Shot%202023-04-12%20at%209.52.10%20AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1510" data-original-width="2636" height="183" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoVNCanvPz9N1oha5Pa3Dv_xXayhlSYhZ0Ox19334l4DSHfRMGpSuOQ9UkJx5CY6uCrDsD8zTBHAEjdI3iD0EwRzbB1fPTR86tSHtw7pkWgDmxZytUJZTvGBvUAuyPkBYqLHsduJNRxqqEXQQa4FP1vgRkNBEnpHUYdDNsQR6_BVIKQ_vp3L_QL9onJg/s320/Screen%20Shot%202023-04-12%20at%209.52.10%20AM.png" width="320" /></a></div><p></p><p><span style="font-family: arial;">We have created a page on our class site for our escape rooms which can be <span style="color: #990000;"><a href="https://sites.google.com/panmurebridge.school.nz/ls2-2023/reading/escape-rooms">found here</a>. </span></span></p>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-68439245808349910972023-03-17T08:30:00.019+13:002023-06-05T18:13:07.024+12:00Our First Footsteps into Word Consciousness...<p><span style="font-family: arial;">After attending the</span> <span style="background-color: white; font-family: arial; font-size: 15.4px;"><span style="white-space: pre-wrap;">PLD: <i><span style="color: #990000;">Supporting students to become confident and competent spellers</span></i> run by Louise Dempsey I put some of my new learning into place. About 1/3 of our class are participating in the STEPSWEB program which opens up a slot on our timetable for the other 2/3 of our class to focus on growing their own word knowledge. </span></span></p><p><span style="background-color: white; font-family: arial; font-size: 15.4px;"><span style="color: #990000; white-space: pre-wrap;"><b>Introducing affixes:</b></span></span></p><p><span style="background-color: white; font-family: arial; font-size: 15.4px;"><span style="white-space: pre-wrap;">I used a <a href="https://drive.google.com/file/d/1b0dcDnFFpDbAQLctg2EZoEBkeGueXMu4/view?usp=sharing"><span style="color: #990000;">template</span></a> shared by Louise that shows how base words become completely different words with the introduction of prefixes and suffixes. </span></span><span style="background-color: white; font-family: arial; font-size: 15.4px;"><span style="white-space: pre-wrap;">We began by defining <b><span style="color: #990000;">base words</span></b> as being</span></span><span style="font-family: arial;"><span style="font-size: 15.4px; white-space: pre-wrap;"> a complete word by itself that prefixes and suffixes can be added to make a new word. The example we used was the base word, <b><span style="color: #990000;">happy.</span> </b>I then challenged my learners to make new words that had the word <b><span style="color: #990000;">happy</span> </b>in them. At this stage we had only the knowledge of affixes that we brought to the lesson. As the words were generated from known words I filled in the template on the board (see image below).</span></span></p><p></p><p><span style="font-family: arial;"><span style="font-size: 15.4px; white-space: pre-wrap;"></span></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjmEOoNJWWYHXn8kR_vcdix116UMNEYxJTxVJw3rCgEuDIC0n0C-Bwkfynh8QsA_4WXgxgWm5RqmUD1kcU5sT0oHHst5pjDM5cvyI9-UE4aQZ8_YTqvD-3pBsENnmoTjZCFWiKmUCYneLz_Q_Ydwd9Famk_bfgfSchfo5u88RjglKDtfFcE2B8FjMPzmg" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="2857" data-original-width="2859" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEjmEOoNJWWYHXn8kR_vcdix116UMNEYxJTxVJw3rCgEuDIC0n0C-Bwkfynh8QsA_4WXgxgWm5RqmUD1kcU5sT0oHHst5pjDM5cvyI9-UE4aQZ8_YTqvD-3pBsENnmoTjZCFWiKmUCYneLz_Q_Ydwd9Famk_bfgfSchfo5u88RjglKDtfFcE2B8FjMPzmg" width="240" /></a></span></div><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial;"><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: arial;">We then explored possible reasons why I might have written some parts of the words in different sections of the table. A question that opened the doors for the introduction of the words <b><span style="color: #990000;">prefix</span></b> and <span style="color: #990000; font-weight: bold;">suffix</span>, and allowed us to unpack what these words might mean and what effect they had on the base word. </span><span style="font-family: arial;">All devices were closed at this time which gave me the opportunity to introduce the dictionaries and thesaurus' that were in all honesty, sitting on the shelf gathering dust.</span><span style="font-family: arial;"> Having become so used to opening Chromebooks and defining words meant a quick lesson was needed on how to use a dictionary (or <i>'paper google'</i> as it has now become known as).</span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: arial;"><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: arial;">After this I set my learners the challenge of building a word list using the base word <b><span style="color: #990000;">excite</span></b>. To make sure we were selecting actual words, only words generated that could be found in the dictionary were able to be recorded. We then unpacked what each of the affixes meant and explored how they changed the based word. </span> </div><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><div class="separator" style="clear: both; text-align: left;"><span style="font-family: arial;"><i>Eg: the <span style="color: #990000;"><b>prefix</b> </span><b>over</b> <b>(too much or more than normal)</b> <b>+</b> the <span style="color: #990000;"><b>base word</b></span>, <b>excite (being </b></i></span><i><span style="font-family: arial;"><b>enthusiastic or happy) </b></span><b style="font-family: arial;">= over excite (</b><span style="font-family: arial;"><b>more than normally enthusiastic or happy). </b></span></i></div></blockquote><div class="separator" style="clear: both; text-align: left;"><i><span style="font-family: arial;"><b><br /></b></span></i></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: arial;"><a href="https://pbsdeziahe.edublogs.org/2023/03/07/word-building/"><span style="color: #990000;">Deziah's</span></a><span style="color: #990000;"> </span>blog post explains this activity - (shared with permission).</span></div><div class="separator" style="clear: both; text-align: left;"><br /></div><p></p><div style="text-align: center;"><img height="259" src="https://docs.google.com/drawings/d/e/2PACX-1vTzBIa4cE39FFNQsazJ6tFgHbBEWxiHC62P0U9Gtjf6JPxu6CW5BfGR0_lxX0kNUbQ84mDCttxmiuwb/pub?w=480&h=360" width="345" /></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><br /></div>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-49664675353401015242023-03-01T19:55:00.006+13:002023-06-05T18:16:58.442+12:00Qu. #2 - Why we judge this to be the most important and catalytic issue of learning for this group of learners this year...<p><span style="font-family: arial;">Last week after talking to the teachers I am mentoring in the RPI program I was reminded of the Reading for Enjoyment survey I did last year to get to know my learners as readers. In a conversation with Dianne afterwards, I suggested that we could try to create a similar survey that would help us get to know our learners a spellers. </span><span style="font-family: arial;">Our Principal understands our concerns with regards to spelling abilities in our current class and is fully supportive of our proposed inquiry into word consciousness. </span></p><p><span style="font-family: arial;">The results of this survey are below.</span></p>
<div style="text-align: center;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vQ-2LTwo2ldSKnjize_CPr7WlSaPNEGBDs0hiyZ2YLishgNDWB0wqWwQeHRFpfXVNp_2L6TOIvyfOSK/embed?start=true&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><a href="https://docs.google.com/presentation/d/1aalYmv7JBaLM3OEjlX2DsOt-Qz5KAyv7kd10Ya7NfRo/edit?usp=sharing"><span style="color: #990000; font-family: arial;">Link to presentation</span></a></div><div style="text-align: center;"><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><span style="font-family: arial;">We judge this to be the most important and catalytic issue of learning for this group of learners this year as the results here affirm our initial thinking that a deficit in word consciousness and a 'fear' of getting words wrong, limits the level of vocabulary used in independent writing, and causes meaning to be lost in reading. It will be interesting to analyse the self efficacy rating and the spelling level given when the e-asTTle writing assessment data is complete. (NB: Our plan is to look at the current and historical data of the e-asTTle writing, PAT Reading and the Peter's spelling test to identify trends). </span></div><div style="text-align: left;"><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><br /></div>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-36880801511840110132023-03-01T18:02:00.008+13:002023-06-05T17:55:16.568+12:00PLD: Supporting students to become confident and competent spellers - Louise Dempsey <p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">To grow our own knowledge and strengthen our connections to teaching <span style="white-space: pre-wrap;">phonics, morphology and spelling conventions Dianne and I signed up to the PLD: <i><span style="color: #990000;">Supporting students to become confident and competent spellers</span></i> run by Louise Dempsey</span></span><span style="font-family: arial; white-space: pre-wrap;">. </span></p><div><span style="font-family: arial; white-space: pre-wrap;"><br /></span></div><div><span style="font-family: arial; white-space: pre-wrap;">Aims of the two workshops:</span></div><p></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Develop subject knowledge about phonics, morphology and spelling conventions</span></span></p></li><li aria-level="1" dir="ltr" style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Unpack the progression of skills (phonics, spelling conventions, and morphology)</span></span></p></li><li aria-level="1" dir="ltr" style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Learn high-impact strategies and activities to teach word and sub-word level skills</span></span></p></li></ul><div><span style="font-family: arial;"><span style="white-space: pre-wrap;"><br /></span></span></div><div><span style="font-family: arial;"><span style="color: #990000; white-space: pre-wrap;"><a href="https://docs.google.com/document/d/1438C6yrxjhbI2xrpe26O7WiRM6iS5t3beEfjPK1cz1A/edit?usp=sharing">Here are my notes </a></span></span></div><div><span style="font-family: arial;"><span style="white-space: pre-wrap;"><br /></span></span></div><div><span style="color: #990000; font-family: arial;"><span style="white-space: pre-wrap;"><b>My takeaways:</b></span></span></div><div><ul style="text-align: left;"><li><span style="font-family: arial;">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. <span style="white-space: pre-wrap;">If learners can spell, they can read and write.</span></span></li><li><span style="font-family: arial;">Children need a decent bank of words to allow them to pick up and use a wider vocabulary</span></li><li><span style="font-family: arial;">Confidence comes when children can hear identified sounds</span></li><li><span style="font-family: arial;">Encourage self correction</span></li><li></li><li><span style="font-family: arial;">Phonics and spelling patterns are crucial for our students when writing</span></li><li><span style="font-family: arial;">Fluent writers need to be aware of spelling conventions, morphology/affixes and word origins</span></li><li><span style="font-family: arial;">Decode in reading and encode in writing by applying rules</span></li><li><span style="font-family: arial;">Spelling skills are learnt progressively - <i>the list below was unpacked with valuable examples that are recorded in my notes</i></span></li><ul><li><span style="font-family: arial;"><b>Phonics</b>: letters and sounds</span></li><li><span style="font-family: arial;"><b>Analogy</b>: rime eg: cat/sat/mat</span></li><li><span style="font-family: arial;"><b>Try</b>: say - listen- write -try and underline to show unsure = taking risks</span></li><li><span style="font-family: arial;"><b>Analogy and affixes</b> help strengthen vocabulary eg: <i>look/looks/looked/ looking</i></span></li><li><span style="font-family: arial;"><b>Spelling conventions</b>: rules</span></li><li><span style="font-family: arial;"><b>Morphology</b>: know affixes and how to add them to base words</span></li><li><span style="font-family: arial;"><b>Word origins</b> eg: bio = life + ology = study of so biology = study of life</span></li></ul></ul></div><div style="text-align: left;"><span style="font-family: arial;">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.</span></div><div style="text-align: left;"><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><span style="color: #990000; font-family: arial;"><b>Resources to support development of word consciousness:</b></span></div><div style="text-align: left;"><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><ul style="text-align: left;"><li><span style="font-family: arial;">Spelling bank - <a href="https://dera.ioe.ac.uk/4831/1/c4b989c553cc6dd6f2b6fab92f6cb310.pdf"><span style="color: #990000;">Link</span></a></span></li><li><span style="font-family: arial;">The Literacy Place books - <a href="https://www.theliteracyplace.com/shop/books"><span style="color: #990000;">Link</span></a></span></li></ul></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><br /></div>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0tag:blogger.com,1999:blog-7992663738685872415.post-88601735014964787212023-03-01T17:36:00.005+13:002023-06-05T17:55:24.477+12:00Qu 1: Student Inquiry Foci...<p><span style="font-family: arial;">This year </span><a href="https://pbsdiannef.blogspot.com/" style="font-family: arial;"><span style="color: #660000;"><b>Dianne Fisi'iahi</b></span></a><span style="font-family: arial;"> and I will be undertaking a collaborative inquiry. What this will look like exactly at this stage is still on the drawing board although we do know our purpose. </span><span style="color: #660000; font-family: arial;"><b><i>This year we want to find out if a focus on spelling conventions will foster an environment where word consciousness strengthens connections to the learning.</i></b></span></p><p><span style="font-family: arial;">We teach a Year 7/8 class with 40 learners, all who bring a wide a varied connection to the conventions of spelling to the table. We know from past experience and from what we have observed so far this year, that our learners physically stop writing, stop reading and avoid sharing back to the class when they lose the connection to words needed to continue to make sense of the learning. There are many reasons as to why this happens but rather than focus solely on that, we want to focus on how we can prevent this pattern from continuing to evolve into a hurdle that is too challenging to get over. Our thinking is that if we begin to develop these skills and understandings, the transition to language of instruction used in Y9 may be strengthened by stronger </span><span style="font-family: arial;">connection to word knowledge.</span></p><p><span style="font-family: arial;">Having decided on our inquiry focus this year,</span><span style="font-family: arial;"> Dianne and I spoke with Anna Salmon, our Reading Recovery teacher about the barriers children in the junior school face with spelling, and how she helps the students she is working with to overcome these barriers. We</span><span style="font-family: arial;"> came away from a very rich learning conversation with lots of ideas to pull together a tentative pathway forward. </span><a href="https://docs.google.com/document/d/1VDKMfG6C-tuKw6VQ8q7XCUG3-Vr8xUu7MjLVujXKJ_g/edit?usp=sharing" style="font-family: arial;"><span style="color: #990000;">Here are the notes</span></a><span style="font-family: arial;"> we made to help us formulate a plan going forward</span></p><span style="font-family: arial;"><b><i><span style="color: #990000;">'Word consciousness involves being aware and interested in words and word meanings</span></i></b> (Anderson & Nagy, 1992; Graves & Watts-Taffe, 2002) <b><i><span style="color: #990000;">and noticing when and how new words are used</span></i></b> (Manzo & Manzo, 2008). <b><i><span style="color: #990000;">Individuals who are word conscious are motivated to learn new words and able to use them skilfully</span></i></b> '(<a href="https://www.readingrockets.org/article/vocabulary-rich-classroom-modeling-sophisticated-word-use-promote-word-consciousness-and#:~:text=Word%20consciousness%20involves%20being%20aware,able%20to%20use%20them%20skillfully."><span style="color: #660000; font-size: x-small;">Sourced here</span></a>). </span><span style="background-color: white; font-family: arial; font-size: 15.4px;">Our challenge now is to find out why the links in the chain appear to be broken again. </span><span style="font-family: arial; font-size: 15.4px;">Last year I began my inquiry by getting to know my learners as readers through a survey. This year we plan to use this strategy to get to know our learners as spellers. </span><span style="background-color: white; font-family: arial; font-size: 15.4px;">To do this we will be looking at shift or change in:</span><div><span style="font-family: arial;"><p style="background-color: white; font-family: Lato; font-size: 15.4px;"></p></span><ul style="text-align: left;"><li><span style="font-family: arial;">Disposition</span></li><li><span style="font-family: arial;">Data</span></li><li><span style="font-family: arial;">Word consciousness</span></li><li><span style="font-family: arial;">Student voice</span></li><li><span style="font-family: arial;">Strategies used to make sense of new or unfamiliar words</span></li></ul></div><div><br /></div><div><span style="font-family: arial;"><b>Further Reading/PLD to grow my own knowledge kete:</b></span></div><div><ul style="text-align: left;"><li><span style="color: #990000; font-family: arial;">Supporting students to become competent and confident spellers - Louise Dempsy</span></li></ul><br /><ul style="text-align: left;"><li><a href="https://keystoliteracy.com/blog/word-conscious-classroom/"><span style="color: #990000; font-family: arial;">Literacy Lines</span></a></li><li><span style="color: #990000;"><span style="font-family: arial;">L</span><a href="https://teachmama.com/learning-during-read-alouds-word-consciousness/#:~:text=Word%20Consciousness%20is%20an%20integral,or%20interesting%20word%20we%20encounter."><span style="font-family: arial;">earning during read-alouds: word consciousness</span></a></span></li><li><span style="color: #990000; font-family: arial; font-size: small; font-weight: normal;"><a href="https://www.literacyworldwide.org/blog/literacy-now/2015/07/07/building-vocabulary-knowledge-what-does-it-mean-to-em-know-em-a-word#:~:text=Generalization%20(can%20define%20the%20word,not%20to%20use%20a%20word)">Building Vocabulary Knowledge: What Does It Mean to <em style="box-sizing: inherit;">Know</em> a Word?</a></span></li><li><a href="https://grammar.yourdictionary.com/spelling-and-word-lists/spelling-rules.html"><span style="color: #990000; font-family: arial;">Fundamental Spelling Rules for Everyone to Know</span></a></li><li><a href="https://www.readingrockets.org/article/vocabulary-rich-classroom-modeling-sophisticated-word-use-promote-word-consciousness-and#:~:text=Word%20consciousness%20involves%20being%20aware,able%20to%20use%20them%20skillfully."><span style="color: #990000; font-family: arial;">The Vocabulary-Rich Classroom: Modeling Sophisticated Word Use to Promote Word Consciousness and Vocabulary Growth</span></a></li></ul></div>Robyn Andersonhttp://www.blogger.com/profile/13556075713573467958noreply@blogger.com0