Blog Post #6 - 2. Explain the hypotheses about teaching that you decided were MOST worth testing, and why.

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As identified in my previous post (Blog post #5 - describing my process for developing my hypothesis), my hypothesis were:

  • IF I provide real life, hands on, authentic learning experiences, THEN my students will have rich ideas to write about.
  • IF I see my target students 3 times a week for focussed sessions (deeper features for writing) THEN I can provide them with specific, structured sessions that will allow me to give relevant and timely feedback/feedforward.
  • IF I teach my students at Level 3 of the curriculum THEN we are working faster to bridge the gap in their learning.
  • IF my planning shows integration, THEN my students will be working across the curriculum, thus providing them with more opportunities to consolidate new learning.
  • IF I choose specific features of writing to focus on for the week e.g. vocabulary, THEN this will allow them to see the progress/next steps of their learning in writing.

The hypotheses about teaching that I decided were MOST worth testing have been highlighted above. While I understand and am aware that I do this with my learners, I aim to be more specific with what I teach and pace my lessons so that my students aren't 'left behind'. I also aim to use more literature to support the changes that I will implement with my learners.

The reason why I have chosen these as my hypotheses is because I know that it works! I know that if my learners experience something, then they will have something to write about. Supporting them through the writing process is where we will:
  • Talanoa. Talk about the experience openly and honestly. Understand WHO we are writing for, WHY we are writing, WHAT we are writing. The HOW is the LEARNING JOURNEY for my writers.
  • Vocab. Identify key words along the way that we can use in our writing. Unpack and understand them so that we can use them effectively in our writing.
  • Planning & editing. Going through the teaching process of planning our writing, then editing it, changing again if we need to.
  • Recraft. Going through the process so ensure that WHO we are writing for will UNDERSTAND what we are writing.
  • Share & celebrate.
As Year 4 & 5 learners, currently working at Level 1A/2B, extending them and teaching them at level 3 will be a fun challenge. My star writers are ready. They're up for the challenge. I'm excited to jump in their waka and journey together. 




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