Monitoring, Recording, and Tweaking – What have you found out?

1. Share data that you have collected/ recorded about the implementation of your changed practices or intervention(what evidence do you have about what you did differently?)

To effectively monitor the implementation of the changed practices and intervention, I employed a variety of data collection methods:

Classroom Observations

Direct Observation: I regularly observed classroom interactions, student engagement, and the overall learning environment.

Anecdotal Notes: I took detailed notes on specific incidents or observations that are relevant to the implementation of the changes.

Student Surveys and Interviews

Individual Interviews: Conducted one-on-one interviews with my target group of students to gather in-depth feedback on their experiences with the new practices and their impact on their learning.

Teacher Reflections
Going through my own reflections on the implementation process, including challenges, successes, and areas for improvement.
Self-Assessment: Regularly assess my own teaching practices against the goals and objectives of the intervention.

Analysis of my Lesson Plans

Lesson Plans: Review lesson plans to ensure they align with the new practices and reflect the desired changes.

Assessment Data: Analyse student assessment data (easTTle Reading Comprehension) to measure changes in learning outcomes.

Feedback from Colleagues

Peer Observations: Invited my Team Leader to observe my class and provide feedback on the implementation of the changed practices.

Collaborative Discussions: Participate in discussions with colleagues to share experiences and learn from each other's practices.

By combining these data collection methods, I can gather comprehensive information about the implementation of the changed practices, identify areas for improvement, and make data-driven decisions to enhance the effectiveness of the intervention.

2. Describe the evidence you have so far about the effects of your changed practices/intervention on the desired learner outcomes and how you summarised and recorded these.

This report summarises the impact of recent changes to teaching practices on learner outcomes in reading. The changes included incorporating flipped learning, Daily Read Theory, Rewindable Learning, PALS strategy, short comprehension passages, constant reminders about staying on task, communication with parents via class dojo (calling the parents and talking about their progress and how they can assist in their child's learning. I also gave my Target group short reading comprehension passages to take it home, do with their whanau and bring it back on Mondays. 

Evidence of Impact

The evidence collected to assess the effectiveness of these interventions comes from two primary sources: classroom observations and student reflections.

Classroom Observations:

Positive Outcomes:

1. Clear Instructions: Students consistently demonstrated understanding of tasks and expectations due to clear and concise instructions.
2. Ground Rules: The lesson began with established ground rules for talking, and fostering a respectful and collaborative learning environment.
3. Scaffolding: The teacher effectively scaffolded the learning process by breaking down complex texts and providing additional support as needed.
4. Positive Reinforcement: Praise was used strategically to encourage participation and reinforce correct answers.

Areas for Improvement:

1. Excessive Talking and Instructions: At the beginning of the lesson, there was a tendency to over-explain, potentially leading to information overload.
2. Lack of Review: The lesson did not conclude with a review or summary to reinforce key concepts.
3. Time Management Issues: Challenges were observed in managing the time allocated to different groups, leading to uneven participation.

Student Reflections:

I sent a Google form to my target students to reflect on the progress they made in reading this term. Here are the responses, when they were asked how having the conversation chains helped their reading

Positive Feedback: Students reported that flipped learning, Daily Read Theory, Rewindable Learning, PALS strategy, and short comprehension passages had a positive impact on their reading skills. They appreciated the opportunities for independent practice and the support provided by the teacher.

Areas for Improvement: Some students mentioned that they would benefit from more explicit instruction and guidance, especially when encountering unfamiliar vocabulary or complex texts.

Key Findings:

Increased Engagement: Students have shown increased interest and enthusiasm for reading, as evidenced by their active participation in class discussions and independent reading activities.

Improved Comprehension: Students have demonstrated improved comprehension of reading passages, as reflected in their performance on assessments and their ability to answer questions accurately.

Enhanced Vocabulary: Students have expanded their vocabulary, as evidenced by their increased use of new words in their writing and conversations.

Positive Parent Involvement: Parents have reported increased involvement in their children's reading activities and a greater understanding of their child's strengths and areas for growth.

3. Explain the reflections and tweaks you have made along the way and the reasons why you made these changes. Share your evidence for these decisions.

Reflections and Tweaks:

1. Reduced Length of Comprehension Passages: Initial feedback from students indicated that the comprehension passages were too lengthy, leading to frustration and decreased engagement. In response, I shortened the passages to a more manageable length, which resulted in improved focus and understanding.
2. Increased Variety of Text Types: To cater to diverse interests and reading levels, I expanded the range of text types used in class. This included incorporating fiction, nonfiction, poetry and fables, allowing students to explore different genres and develop a broader understanding of reading.
3. Enhanced Differentiation Strategies: Recognising that students learn at different paces, I implemented more targeted differentiation strategies. This involved providing additional support to struggling readers through small group instruction and offering more challenging tasks to advanced learners.
4. Increased Use of Technology: To make reading more engaging and interactive, I used Read Theory which included using online reading resources. They also use Epic digital storytelling tools, and interactive games to enhance student learning and motivation.
5. Involving Parents: I realised that having constant communication with parents helped me to keep a close track of my learner's progress.
6. Sending extra reading materials home: This strategy helped, especially those learners who had attendance issues, they really needed that extra coaching and help to maintain their reading levels. 

Evidence for Tweaks:

Student Surveys: I administered surveys to gather feedback from students about their preferences, challenges, and suggestions for improvement.

Classroom Observations: Regular observations allowed me to assess student engagement, participation, and understanding during reading activities.

Teacher Reflections: Personal reflections and journaling helped me identify areas where the interventions were working well and where adjustments were needed.

Parent Feedback: Conversations with parents provided insights into their children's experiences with the reading program and their suggestions for improvement.

Collection Methods:

Observations: I conducted regular classroom observations.

Informal Interviews: I conducted informal interviews with my target group to gather in-depth feedback on their experiences with the reading interventions.

Data Analysis: I analysed quantitative and qualitative data collected through surveys, observations, and interviews to identify patterns and trends.

 Analysis:

The collected information has provided valuable insights into the effectiveness of the reading interventions. It has helped me to understand my learner's needs, intervention effectiveness and areas for tweaking.

Ngā whetū o Manaiakalani 2024

 

Wananavu to the Manaiakalani team for recognising me and my colleague Anjila for "Ngā whetū o Manaiakalani 2024"

Intervention: Causal Chain 2024

Our task before the next CoL meeting was to create a causal chain to address specific areas of concern, think about our intervention, and understand more deeply what we can do due to a shift in student achievement.  Here is my causal chain summarising my inquiry so far that shows a plan for my intervention in Term 3.

A rich picture of my teaching prior to making changes

A rich picture of my teaching prior to making changes:

• Explicit Planning- Selection of Texts

• Inference-Making Reading Engagement

• Peer support/ Small Group Activities (PALS)

• Buddy Reading(Jnr & Snr Class)

• Emphasis on timed reading exercises- Read Theory

• Gradual increase in Reading Durations

• KWL Chart Strategies

• More focus on character study

• Extended Discussion (Tried in Term 2 but I felt it was not working for my cohort)

In my planning process, I use a specific type of text format, like bullet points or a mind map, to clearly outline the steps and ensure a focus on the content.

Here's a snapshot from my Reading Plan.

Another successful strategy that I used in Term 2 was "Buddy Reading" - Tuakana Teina (Junior & Senior Classes). I will continue with this in Term 3 as well.

Read Theory Snapshot

Here is my baseline Time point Data 2 - Evidence of Shift

Hanga- Create Workshop 2024

 "Digital Technologies Empower Creativity"

On Friday, May 31st we had our cluster Teacher Only Day at Panmure Bridge School. The keynote was from Dr. Craig Hansen.
I must say how absolutely stellar your presentation on AI was! Your insights were not only profound but also incredibly engaging. The way you broke down complex concepts and made them accessible to everyone was truly impressive. Thanks for inspiring us! 

During our Kahui Ako workshops, teachers from the Community of Learning (COL) took the initiative to share their technology skills to incorporate "create" activities in their classrooms.

I presented with my colleague Anjila and I absolutely enjoyed it. Our presentation was about how to use "Kleki" and "Polyline" on Google drawing.

 

 

Research Literature - Three pieces of Professional Reading to support my Hypothesis.

Three pieces of Professional Reading to support my Hypothesis.

1. Peer-Assisted Learning/Literacy Strategy

PEER ASSISTED LEARNING/LITERACY STRATEGIES (PALS) is a peer tutoring strategy that can be incorporated into a literacy curriculum to improve fluency, decoding, and comprehension. In PALS, students are divided into pairs and alternate between the roles of the tutor and tutee. Each student takes a turn reading aloud, listening to his/her partner read, and providing systematic feedback to each other. Students are trained to use partner reading, paragraph shrinking, and predication relay during PALS.

2. Inference - Making 

Inference-making at the primary level in reading offers a wealth of benefits for young learners. Here are some key advantages: Boosts Comprehension: By actively making inferences, children go beyond the literal meaning of the text. They use clues and their background knowledge to "read between the lines" and understand the deeper meaning of the story. This leads to a richer and more complete understanding of what they are reading. Strengthens Critical Thinking: Inference-making requires critical thinking skills. Children analyse information, make connections, and draw conclusions based on the text and their own experiences. This strengthens their ability to think critically and solve problems in other areas of learning. Enhances Vocabulary Development: As children encounter unfamiliar words or phrases while making inferences, they are more likely to ask questions and seek clarification. This exposure to new vocabulary helps them expand their word knowledge and improve their overall reading fluency. Improves Engagement: When children actively participate in figuring things out while reading, they become more engaged with the text. Inferencing turns reading from a passive activity into a detective game, making it more enjoyable and motivating. Builds a Foundation for Future Learning: Inference-making is a crucial skill not just for reading, but for all subjects. By developing strong inferencing skills early on, children are better prepared for success in future learning endeavors across various disciplines. In short, inference making at the primary level is a powerful tool that sets children up for success in reading and beyond.

3. Reading Rocket

Here's why reading stamina is important:

Deeper Comprehension: When you can read for longer stretches without getting worn out, you can delve deeper into the text. You have more time to absorb information, make connections, and understand the overall meaning.

Improved Retention: The longer you focus on reading, the better you remember what you've read. This is crucial for learning and academic success.

Greater Enjoyment: Reading stamina allows you to truly get lost in a good book and appreciate the story or information being presented. It can turn reading from a chore into a pleasurable activity.

Academic Advantage:  In school, students with strong reading stamina can tackle longer texts, assignments, and exams with more confidence and ease.

Reading stamina is a child’s ability to focus and read independently for long-ish periods of time without being distracted or without distracting others. Building reading stamina is beneficial for everyone, from children just starting out to adults who want to improve their reading habits. There are many strategies to help you develop this skill, like setting realistic reading goals, choosing engaging materials, and creating a comfortable reading environment.

Hypothesise and Research

Formulating a hypothesis is a crucial step in the teaching inquiry process. It provides direction and clarity, helping me focus my investigation and ultimately improve my teaching practices. By following the steps outlined below, I can create a strong, testable hypothesis that will guide my inquiry and lead to meaningful insights into your educational practice.
Remember, the goal of a hypothesis is not just to find answers, but to foster a deeper understanding of my teaching methods and their impact on my students. 

The steps that I followed to formulate my hypothesis were as follows:

1. Identify the Problem or Question in my teaching practice for Reading.

2. Conduct Preliminary Research by gathering information related to my question. 

3. Defining my Variables by identifying the independent and dependent variable. The independent variable is what I will change, while the dependent variable is what I will measure or observe.

4. Formulate my Hypothesis

As such I came up with three hunches that I have learnt so far about my students and the learning environment.

Given the observed challenges with inference questions and completion of tasks, there may be a need for more focused instruction or practice sessions targeting inference skills to enhance comprehension.

Based  on my observation I came up with this Hunch:

1. If I provide more focused instruction and practice inference skills, then they will be motivated to read more.

Secondly, the observed shyness in some students when reading aloud or sharing ideas could indicate a lack of confidence in their reading abilities. Implementing strategies to build confidence, such as peer support or small group activities, may help alleviate this issue.

Based  on my observation I came up with this Hunch:

2. If I implement strategies such as peer support or small group activities, then there will be more student engagement and participation during reading sessions, as well as a boost in confidence among students who are not so confident to read aloud or share their ideas.

Thirdly, the tendency of some students to guess answers during assessments rather than reading the entire text suggests a possible struggle with sustained attention or reading stamina. Incorporating activities or strategies to improve reading fluency and stamina, such as timed reading exercises or a gradual increase in reading durations, may be beneficial.

Based  on my observation I came up with this Hunch:

3. An emphasis on timed reading exercises and a gradual increase in reading durations will enhance my students' reading stamina.

Here is my SLT Voice:

The most important and catalytic issue of learning for my focus group of learners this year.

 My Focus Group Selection

Selecting my target group in Room 10 has undergone some refinement over recent weeks in Term 1. Initially, I planned to focus on students from two different reading groups. However, following recent assessments, a few students transitioned to the Level 3 curriculum. Consequently, I've decided to focus on eight students from the Level 1 and Level 2 curriculum levels.

2023/2024 PAT and e-asTTle Data

To arrive at this decision, I analysed data from 2023, examining end-of-year running record age and level, as well as end-of-year PAT and e-asTTle data to assess their current academic standing. With the completion of the 2024 PAT testing, I've conducted a comprehensive review of the data across my team and class. 

Priority students Baseline Data 2024

Observations

Observations conducted during reading lessons have provided significant insights. Students frequently lose interest when engaging with journal readings and encounter challenges with inference questions, resulting in unfinished tasks. Moreover, certain students demonstrate reluctance to read aloud or contribute ideas, displaying shyness. Furthermore, it's been observed that during assessments, reluctance to read the entire text leads to guesswork when answering questions.

                                                          Student Survey

Recognising these challenges, I've conducted a student survey to gain further insights into their learning preferences and attitudes. Combining these data sources and discussions with senior leaders and colleagues, I've identified this group of students as my target learners for the year, aiming to address their specific needs and enhance their reading comprehension skills.

Reader Profile Survey Reflection: Knowing My Learners

The survey on reading provided me with valuable insights into the characteristics and preferences of my students, offering a deeper understanding of their learning needs.

 

After conducting a student survey, I've uncovered fascinating insights about my students, which I've incorporated into this blog post to share with you.

The results indicate that a significant portion of the students surveyed have a positive attitude towards reading. About a third really love reading, another third like it sometimes, and another third only read when they have to. None of the students said they don't like reading at all. So, it looks like most students have at least some interest in reading, which is good news! Overall, these findings suggest that while a considerable number of students have a positive attitude towards reading, there is still a portion of students who may benefit from additional support or encouragement to foster greater enjoyment of reading.

Another interesting result was this one as well. The majority of the respondents, 57.9%, indicated that they generally like the way reading activities are organised each week. On the other hand, 42.1% mentioned that they sometimes like it. This suggests that there is a generally positive sentiment towards the way reading activities are structured, with a larger portion of students expressing consistent satisfaction compared to those who occasionally find the activities agreeable. Overall, it seems that the majority of students are content with the setup of reading activities.

Last year my students enjoyed extended discussion so this suggests that my year 6's are looking forward to having extended discussion during the reading class. 

Inquiry 2024 - Planning for an Effective Teacher Inquiry with my Senior Leadership Team (SLT).

Reconnaissance -  student inquiry foci 

Collaborate with your school’s leadership team and colleagues to identify areas where your inquiry will make a powerful contribution to wider school and cluster goals.

From what you know already about your classes and your school’s profile and leadership goals for the year, share a possible inquiry focus.

Frame your focus as a desired change in student learning NOT a change in teaching (as yet!)

I have chosen  The Achievement Challenge 3 as an area of focus.  -Lift the achievement in Reading for all students, with a particular focus on boys and Māori students (both genders) in years 1-13

I’m also considering my Inquiry focus question to be around:  Will a focus on reading stamina and increased reading mileage, lead to improved performance/outcomes in e-asTTle reading comprehension/PAT assessments?

Planning an effective teacher inquiry around reading for the Year 6 level in my classroom is a rewarding endeavour.  I’m in the process of understanding my student's needs. Term 1 testing has been completed. Currently, I am analysing the marks but at the same time, I have successfully placed them in the groups with their cohorts.

Priority Student Baseline Data 2024 Term 1

I have a variety of effective interventions planned for Term 1 to support my students' reading development and engagement. Here's a breakdown of each intervention that I discussed with my SLT:

Student Survey Form: Conducting a student survey form is an excellent way to gain insights into my learners' interests, preferences, and reading habits. This information will help me tailor my reading instruction to better meet the needs and interests of my students.

Reading Challenge: I had a meeting with the Across CoL Teacher - Christine Tupou. She suggested that I implement a reading challenge that can be a fun and motivating way to encourage students to read more. It promotes a culture of reading within the classroom and fosters a sense of competition or achievement among students.

National Library Week Celebration: I’m planning to have a Library Week celebration at our school. I will discuss with ZP regarding this.

Utilising events like National Library Week to celebrate reading can further emphasise the importance of literacy and the value of libraries. It's a great opportunity to engage students in various reading-related activities and promote a love for reading.

Video Recording Reading Lesson: Recording my reading lessons allows me to observe my teaching practices and student engagement more objectively. It can help me identify areas for improvement and reflect on my instructional strategies.

Collaboration with the Deputy Principal:  ZP has reviewed my reading plan and brainstormed ideas for improvement.  It provided an opportunity for peer feedback and support, fostering a culture of collaboration and professional growth. I have also spoken to my principal (JH) about my inquiry focus. He is very much in support of this inquiry as this will certainly lead to improved performance /outcomes in e-asTTle reading comprehension/PAT assessments.

Tuakana–Teina Relationship:  (I discussed with PW the possibility of organising buddy reading sessions between my students in Room 10 and the Tamariki from Room 3, aiming for a frequency of once per week.

Organising buddy reading sessions between students in different classes (Room 10 and Room 3) is an excellent way to promote peer learning and collaboration. It allows older students to serve as mentors or "tuakana" to younger students ("teina"), fostering positive relationships and supporting literacy development for both groups.

Overall, these interventions demonstrate a proactive approach to promoting reading engagement and literacy development in my classroom.