Keeping Up with Mrs Faalili

Keeping my students engaged during our google meets!  A simple recipe with ingredients that we have around the house. Choc-bix slice. This was integrated with LCS (Learn, Create, Share) and Writing. Thinking ahead and when we head back into school, this links perfectly with our fractions that we've been learning about -EXCITING! I didn't want anyone to miss out so we spent time planning and preparing for it, figuring out what we had at home and what we needed. I didn't want parents stressing out, so with gloves on and a face mask strapped behind my ears, I headed out to deliver the goods. This is another authentic learning experience, planned for, prepared for and SO MUCH FUN! Check out these smiles! This gives my learners another experience to write about. Some whanau were involved and it was great to see them become more and more independent.

Identify informal & formal ways I am monitoring the effects of my changed practices on learner outcomes. Explain the reflections and tweaks I am making along the way.  Describe how I will keep a record of each of the above in a manageable way The best way, I feel for me to monitor the effects of my changed practice at this point in time is to do so on a weekly or a bi-weekly basis. Each week, my writers are writing more and more and by choosing a sample from their weekly work, analysing it will give me an idea of their gaps and what I need to focus on for the following week. This will be done for the select students (my star writers) that fit in the groups identified from the end of year data for writing last year. 'Interleading' is a great way to monitor and reflect my own teaching and practice. The use of relevant templates and critical thinking allows me to really dig deep and think about further changes or tweaks I can make in my teaching practice. Collection of st

Inquiry question and theory of action/chain of events  My inquiry for this year is 'What changes can I make in my practice to ensure that my learners deepen their understandings of key concepts and ideas in Writing?' Unpacking this has allowed me the time to think critically about what my students are able to do and also their gaps. Over the course of this year and the ever changing changes in the world, my inquiry has taken a slight change in its focus, however, still relevant to Writing. The focus this time round is around integrated planning and how planning rich authentic learning experiences can encourage students to produce rich pieces of writing.

Describe how I will collect information about the implementation of my changed practice/intervention How will I collect information? -  Student voice , through google forms or interlead. See  T3 Student Voice Post  as an example. This will help me get an idea of where my students at and how they feel about writing. Do they see themselves as a writer? This will also give me ideas on the topics of writing, future lessons e.g. teaching them editing skills, word building, and also what I need to stop or cut back on doing. -  Student writing and analysis  of this. The use of LPF Writing and our school matrices to help make a judgement of what they can do independently. We are currently exploring the Writing LPF as a staff and refining our teaching practice along the way. We are focusing on one signpost at a time so this will allow for in depth reflection and refining of teaching practice. -  Student blogs - and the quality of their writing in the post.  This form of independent writi

20/08/20 - Home Learning Round 2 Self reflection Description Google Meets A ha moment Significance A Ha moment when Venia was helping Faiva during our google call with her instructions, and when Maia was helping Bethany by using present screen mode. Learning Our interactive activity this afternoon on our google call was BLIND ARTIST. Follow instructions to create a drawing. First round we did on paper, 2nd round we did on google drawing (assuming they all knew how to use google drawing) - NEVER ASSUME. Anywho, during the google call Venia didn't know how to colour her shape in - explained it to her. Faiva not long after, said he didn't know how. Venia chimed in and was explaining it. Brutally and very loudly. But clear and very precise, adding in other bits of information that would help him locate the colouring tool on there. As she's explaining it to him, I'm thinking OMG, GO VENIA and OMG THEY SHOULD BE DOING MORE OF THE EXPLAINING AND NOT ME! Duri

Today, I used Google Form to collect student voice on their feelings about writing. Here are the responses.   My key take aways from this  More opportunities for them to be able to write about what they want (and put into practice the skills and strategies that we are currently learning in class) Think about how I give my instructions and explain - is it the pace? words I'm suing Give more time to plan writing Give more time to edit writing Teach students how to edit, self and peer check writing