Keeping Up with Mrs Faalili

Yesterday we had the opportunity to share with the Manaiakalani team and fellow CoL teachers, our journey for our CoL inquiry. My question: What changes can I make in my practice to lift achievement for Reading for all students, with a particular focus on boys? My intervention: using ALL strategies to target my learners. A.L.L (Accelerated Learning in Literacy) I had 3 minutes to share - some of the things I covered in my presentation were: How the ALL strategies were implemented in my class What happened for the learners What evidence do I have What did I do to make it happen Wonderings/Next Steps I also shared some of the changes that had an impact on my learners 1 . using ALL strategies to accelerate learning. I used front loading and double dosing a lot in my lessons. This provided a great vehicle for talanoa during my sessions.  2. Changing the way that I introduced and taught comprehension strategies before diving into a text.  3. Allowing time to learn, pract

Evaluation 1. Summarise evidence about key changes in teaching and other factors that influence student learning. This year has been a great journey. Some wins and some losses but it's been great learning for my students but also for me, as a teacher. The use of ALL strategies has been pivotal in the progress that my learners have made. With the targeted group of 6 boys, I listened to what they had to say about reading - how they felt about reading, what makes reading enjoyable, what makes reading hard and spent time really thinking about how I will implement their reading programme. Seeing them consistently throughout the week was always a challenge - and not all weeks I was able to see them 3-4 times, but from the get go - we were open, set goals and worked hard to try and achieve them. Biggest changes in my practise - *Acceleration rather than remediation. I had to know what Reading looked life for Year 5s and 6s in the Curriculum. * Using ALL strategies; brain storm

A review of my intervention. I've had to remind my self that my intervention is the work I'm currently doing with my Target Group/ALL Group. This intervention (ALL),  when reflecting and preparing for the week ahead looks like this: 1. Looking at the needs of my learners  - Analysing student output, discussion, ideas and participation from the week.  - Evaluating what needs to be taught (stick with same Learning Intention or change). Student voice collected at certain points within the term to encourage student driven learning.  - Once the teaching goals for the week has been decided, I unpack how my students are going to be able to achieve their learning goal specific to a reading strategy (comprehension). Because my intervention (ALL group) is a group of Y5 & 6 boys who are working just below their expected level, I am always trying to think of creative, hands on ways to introduce new concepts and keep them engaged.  - Plan and use the ALL strategies delib

Gathering some base line data and actually getting into the classrooms today to see amazing reading lessons across our school today. - Looking at independent reading activities - Supporting learning activities for reading - Guided sessions - Collecting Student voice     Some takeaways and questions 1. How are we supporting the teaching and learning of decoding & comprehension strategies? 2. How confident are we at teaching decoding & comprehension strategies?  3. Do our learners understand the what, how and why of learning?  4. How do we support our teachers to be able to teach decoding & comprehension strategies? 

What changes can I make in my current teaching practice (Reading) so that I am more effective in addressing the WALT/LI? (Student learning focus) Hypotheses: Here are some of the things that I am currently doing in my class in Reading that I feel is making a difference: Speak pipe: recording of self reading. Building on fluency and clarity. Providing feedback specific to that. A.L.L group: a target group with 6-7 students seeing 3 times a week, using specific ALL strategies to promote learning Less able group being seen by either myself or Support Staff everyday for either reading or word building Trying to find a balance between hard copied text (book) and online resources (digital texts). Some of the things I aim to change in my teaching practice: To make reading strategies from LLP visible for all learners so that they have more ownership over their next learning step/goals. After having success with sharing the Maths School Matrices with my learners, I am po

After analysing my data this year, (PROBE, PAT and student observations) I've selected and formed my ALL target group - Reading Focus. It's been a real journey getting to know my learners. I used the Learner Profile that we had received during our ALL PD to help gather information about my students. Because I know some of these learners are anxious 1:1, I conducted pair interviews and we sat down as a 3 to share and build their profiles. What have I noticed; - all my learners are boys - mainly year 6s (one year 5) - there is a mismatch between assessments (PAT & PROBE) - all my learners are working just below the expected level - they like to read non-fiction texts - there's a 50/50 split between prefer reading books/hard copy vs online/digital - 2 of them feel anxious when it comes to group teaching because it's too close to the teacher - vocabulary and not understanding what words mean make it difficult for them to understand what they are reading

Data Digging Data digging with my colleague and fellow CoL Teacher, Christine Tupou. We looked at PAT Data for Maths, Reading and Writing and compared our school data with that of our cluster. We also looked at our Data over time and compared End of 2017 data with End of 2018 data. What did we notice? There is a decrease in those achieving Below the expected level in Reading and Writing, however, there is an increase in those achieving Well Below. There is a decrease in those achieving At the expected level in Reading and Writing, however, there is an increase in those achieving Above the expected the level. There is an increase in those achieving Below the expected level in Maths, however, there is a decrease in those achieving Well Below. There is an increase in those achieving Above the expected level in Maths, however, there is an increase in those achieving Above the expected level. Maori Achievement isn't good - why? What are we currently doing? What are some

Talofa  Lava! My inquiry this year as a CoL Within School Leader is how can I change my practice to lift achievement for Reading for all students, with a particular focus on boys and Maori students (both genders). I'm extremely excited to be able to delve into my practice this year and really look at how I can raise student achievement in Reading. Come on this journey with me. Malo Lava, Poto