Tuesday, 13 November 2018

Assessment Update Term 4






Reading 2018
Student
Term 1
PAT
Term 2
Term 3
Term 4
PAT
A
9.5 - 10
2
10-0 10.5
10.0 -10.5
10 -11
3
M
10,5-11.0
4
12 - 13
12.5 -13.5
13 - 14
2
R
10.5 - 11.0
3
11.0 - 11.5
11.5 -12.0
11 - 12
3
F
10.5 - 11.0
4
11.0 - 11.5
11.5 - 12.0
11 - 12
2
S
11.5 -12.0
3
11.5 - 12.5
11.5 -12
12 - 13
2
C
10.5 - 11.0
3
10.5 - 11.0
11.0 - 11.5
10.5-11.5
3









Mathematics
Student
Gloss T1
PAT:T1
Gloss T2
Gloss T3
Gloss T4
PAT: T4
A






M






R






F






S






C







Friday, 26 October 2018

Professional Discussion


Today I met with my Principal to discuss the video observation (bottom of post 30 August) in
Room 8.

The purpose of the observation was linked to our school wide focus of "Critical Thinking'.
While I was aware of this and the observation was previously booked, I did not plan a lesson as such but, instead prior to the visit, I informed the Principal that I was uncertain exactly what she would see as far as the student response in the lesson which was strongly literacy but embedded in the current inquiry at that time which had been born from: The Earth helps us .. how do we help the Earth.
I was looking forward to the observation as it would give me further opportunity to use formative practices to notice the interactions, engagement and responsiveness of students in sharing and responding to the information and ideas of others in their elected areas of interest.
One group who are still learning to reduce their volume in sharing were very active and motivated in sharing and responding.  For one student, in this group, active involvement was limited (orally) but she was part of learning and critical thinking that evolved.

Periodically, I would return to the group and pose an open ended question to promote deeper thought and increased levels of engagement.The other groups were working very quietly on their focus and as I visited each of these briefly, I also posed additional questions to promote the same behaviour.

 I initially thought that I was going to meet with independent work being done but apart from one group numbering 2 students which included a new student to our school, where is was most certainly an example of independent work, the others were interacting and sharing and questioning the ideas of others considering and working collaboratively to clarify their thinking.

Follow up discussion reinforced the use of oral language and the use of a range of sophisticated topic related vocabulary.  At this time ( as shown in the recording) I also had students independently evaluate and reflect on the processes they had used, their level of involvement and their next steps in learning.

It was a great example of learning and students from groups reiterated that the discussion from the noisier group actually was a model for them to be active participants. For me it was also evidence of what occurs when students are provided with opportunity - student agency!  This in turn linked directly to the necessity for me to be on the outside of these conversations - promoting their agency and interactions verses the question and answer approach - which I now liken to a task rather than deep learning where critical thinking and ownership is the students'.

Where to next?  
I will continue these practises but, increase and focus  on self efficacy.  There is most definitely a relationship, between talk, active engagement, i,e, agency, and self efficacy and I need to remember
to praise and give feedback to promote the latter further.

Reflect: Probably like many teachers I know, in the past I have been busy doing what I do, and I recognise most profoundly that to effectively 'Notice' what is happening in relation to learning and to enhance higher order thinking, I need to stand back and allow the students to Learn, Create and Share.  Cooperative learning, Tuakana teina - promoting success and active learners.

Friday, 31 August 2018

Getting down to the Nitty Gritty!

A vital and constant part of our role as teachers, is to create a positive , safe learning environment where children are exposed to language across all learning areas.
Language acquisition and therefore 'Language in Abundance' (Jannie Van Hees) is the basis of all learning.
In observing and noticing the importance of interaction is very evident.  While often as be the case, we as teachers set students up for these learning opportunities, their (the students)responses could be classified as brief  single word or limited short phrases that do not necessarily express understanding.
Speaking with the teacher verses their peers is not necessarily the same.   the latter allows increase of student voice and self confidence.   ( Add video here)

I have noticed that the level of interaction within and across groups, is inhibited i.e. as mentioned above the flow and active involvement is reduced when I am part of that group.  
From research across a range of resources, I have noticed and interpreted this involvement as closely connected to being a 'task focus'. 



 Cognitive Investments of Students 

Assessment Update Term 3

Reading: Term 3
Student
Year
Age@ 1.1.18
Gender
Ethnicity
Term1
Term 2
Term 3: RR
Shift
1 A
8
11.7
female
Tongan
9.5 -10.0
10.10.5  
10-10.5
-
2 M
8
12.5
female
Tongan
10.5-11.0
12-13.0
12.5-13.5
+5
3 R
8
12.3
female
Tongan
10.5-11.0
10.5-11.5
11.5 -12.0
+5
4 F
8
11.11
female
Samoan
10.5-11.0
10.5-11.0
11.5-12.0
+1yr
5 S
8
11.8
male
Tongan
11.5-12.0
11.5-12.5
11.5-12.0
-5
6 C
8
11.9
male
Tongan
10.5-11.0
10.5-11.0
11.0-11.5
+5











Math- Gloss
Student
Year
Age 1.1.18
Gender
Ethnicity
March Gloss
June Gloss
Stage:
Augu
Gloss
Stage
Shift
1 A
8
11.7
female
Tongan
Stage 4
4
5
+1
2 M
8
12.5
female
Tongan
Stage 5
5
e6
+1
3 R
8
12.3
female
Tongan
Stage 5
5
6
+1
4 F
8
11.11
female
Samoan
Stage e5
5
5
same
5 S
8
11.8
male
Tongan
Stage 5
e6
e6
same
6 C
8
11.9
male
Tongan
Stage 5
e6
e7
+1


Reading:
Student 1: no shift for reading but a Gloss stage in Maths.  Reading interest and absence impact.
Student 4 has continued to make progress and has increased in confidence and is active in discussion
applying critical thinking skills to extend her understanding.
Student 3 while not as active in discussions, has continued to make progress meeting the expected shift
from term 2 to 3.
Student 4 has made accelerated shift of 1yr in term 3. Consistent participation and engagement growth.
Student 6:  Met the expectation for term 3.
Four of the 6 students have made a shift to the next stage. Knowledge while it has increased continues to
grow - making connection and support re mult-div Fractions

What did I do?
Mixed ability groups; Increased opportunities promoting interactions. Tuakana Teina has continued to be a
key focus supporting self efficacy and cooperative learning opportunities involving hands on learning and
opportunities to reflect and evaluated (self and peer) and to set next goals.
Where to next: Re math smaller groups and 1:1 to target gaps; Continue with mixed groups and
encouragement of interactions and hands on learning within real context and the use of materials -
to support making connections.