Over the past two terms I have been working in Room 3 and the senior school doing CRT and Senior teacher release. I have been focusing on using Talk Moves that I had learnt during my time teaching in Room 12 Year 3/4 to help enhance my maths programme. Three days a week I teach Maths to R3 and have been working/collaboratively planning with Sylvia Dunkley. I still need to work on allowing wait time for all kids to see success instead of pushing through due time time restraints.
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11.11. analyse and appropriately use assessment information, which has been gathered formally and informally
i. analyse assessment information to identify progress and ongoing learning needs of ākonga
ii. use assessment information to give regular and ongoing feedback to guide and support further learning
iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching
iv. communicate assessment and achievement information to relevant members of the learning community
v. foster involvement of whānau in the collection and use of information about the learning of ākonga
Term 1 2017
Attended Allison Davies Literacy Workshop in Rotorua JPC.
Reflection:
That to know thye literacy progressions very well means to know the learner very well. To know and understand what it looks like to be at the various progressive levels. Allison used the analogy of 'driving a car'. In that the driver needs to know where we are going, how to get there, how to operate the car, how to navigate changes on the way. Same of writing..student needs to know success criteria and what to do to meet it.
see attached notes. This was relevant analogy would have liked more time to unpack the progressions.
Visuals to use with littlies. Think what you can use.
Term 1 2017
Attended Allison Davies Literacy Workshop in Rotorua JPC.
Reflection:
That to know thye literacy progressions very well means to know the learner very well. To know and understand what it looks like to be at the various progressive levels. Allison used the analogy of 'driving a car'. In that the driver needs to know where we are going, how to get there, how to operate the car, how to navigate changes on the way. Same of writing..student needs to know success criteria and what to do to meet it.
see attached notes. This was relevant analogy would have liked more time to unpack the progressions.
Literacy workshop—Learning progressions
Alison Davies …PACT ..accceleration ALL concept acceleration; where were they/where have they moved to …achievement is at any particular time…concept to unpact is acceleration..below where should be…NS..age..stage..acceleration is making more than one year progress in one year. What doing in classrooms and is it consistent practice. Progress for some and not for others so what needs to happen?
Children can be making progress but not at an accelerated rate.
Also look at potential..can chn in the middle status..gliders… get a boost to reach full potential?
Progress/achievement/acceleration
How do we get there with students?.
Things that make a difference:
Principles of effective instruction:
Motivation
Engagement
Metacogniive practice-kids knowing their learning..where they are at..visible learning..growth mindset is all knowing your knowing.
Opportunity: Students need variety and multiple opportunities to write. Not same thing everyday.
Need authentic purposes and authentic audiences.
How do we offer multi opportunity and variety?
Rich talk…a way to understand their learning is to listen to their talking..think/peer/share/compare
Example…1st paragraph..kids work together…roll a dice and have 5 things about it…angry, happy, amused what words will they chose..or verb
Read:Chris watkins..learners in the drivers seat
Analogy of what writing is what good writers do, select, control…
Drive own learning..destination, hands on wheel, own goals,,drivers in learning seat is also student agency.
What writing is, be inside, where to get to, learning goals or exemplars,
Look at reports ..x3 from that group what qualities in common..characteristics. Most common ones this is what you need in your report.
Add ons..did it have a map, graph etc why do authors use them anyway…usually to clarify info in text. Or additional info.
Think about main idea..share and compare…kids need to see result or they don’t know what to do next.
I wonder if..how will I do this? Choose which to use…..
Or task..how we going to do it..1,2,3 to achieve task.
Change dirsction…short cut way to get there..view as go.
If kids driving own learning they are better set up to succeed.
Greater engagement, intrinsic motivation , evaluate own work..effective teaching..around problem solving..
Need 4 options for kids; A point scale for kids to mark their own work. In kid friendly words write descriptors…
Eg:
Wow
Happy with it
Could do better
Not there yet
Now give 2 reasons why you think you are where you placed yourself.
New Goal/Action/Monitoring
Eventually groups of students will write own action plan..they come back and share and compare..
1 =goal here is my evidence they need to show you in their work and where they have used it.
Can use this as part of inquiry..
Motivation:
What are the motivators?
· Attitude (How well do you like to write/why)
· Interest (what forms of writing do you like to write and why-use right currency/voice)
· Value (is it important to be a good writer why?)
· Self efficacy ( how well do you understand how to write)
Effective engagement
· Task –choice/purpose/ quiz designed by child on piece of writing using evaluative, influential qns.
· Behavioural
· Affective
· Cognitive
Effort: student agency, time, focus, commitment,
Plan programmes-use prior knowledge, activate prior knowledge
Compose text
Compare, contrast, revise, edit
Goals for writing—clear and specific
Akonga and relationships, learners knowing own writing.
Show us
Tell us
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