Adapt and Change

Restate your inquiry question and your theory of action/chain of events

My inquiry question is a 2 part sandwich; "How will being culturally responsive in my teaching and an integrated approach to teaching and learning accelerate achievement?"
The focus of my inquiry is to be culturally responsive in my practice for this group of boys. In order to do this successfully I will seek information, relevant data to build a picture/baseline information on my group. We will start with teacher guided sessions with the aim to have our sessions fully run by the group. The aim is to work together with students, 3-4 times a week where we plan and create a shared authentic learning experience for the whole school. As a result of this, student engagement and motivation increases, they see themselves as learners, but also as carriers of knowledge, much like our 'Ava analogy as shared in our Manaiakalani Teacher Only Day Presentation.
 

Describe how you will collect information about the implementation of your changed practices/intervention

• Reflections on my planning and lessons to ensure that we have achieved, or are on the right track towards achieving set goals/milestones
• Snap shots of independent student work (dating, time) to ensure that tracking over a period of time can be done towards the end of the intervention 
• Student voice and whanau voice on learning struggles, wins, and ensuring that support available is tweaked to meet the needs of the learner e.g. if a Math concept is being explored in the group that when working in class, or with Mrs Mala, that there is another opportunity for this learning to be supported, explored for that learner. 
• Use of interlead and blogging to share the highs and lows, wins and losses, ensuring that I am critically reflecting on these 

Identify informal and formal ways you are monitoring the effects of your changed practices/intervention on learner outcomes. 

Explain the reflections and tweaks you are making along the way

Being stuck in lockdown again has been the biggest struggle. When lockdown started a few weeks ago, it felt like my target group came to a halt and is still stuck there. We're not sure how long it will last so the message I've told my boys is that their planning and owkr 

• Engagement - lack of engagement from students has made it tricky to this date to motivate, check in, support them in their learning tasks. It's made it difficult to continue our group sessions and is becoming extremely frustrating. To support this and their class room teacher, I have and will continue to check in on them by sending emails, contacting families, jumping in on their video calls. This will help me monitor how engaged they are in their class calls and work set for them. A digital roll (google sheet) is being kept school wide for attendance, engagement and work completion so I will use this information to keep track of who is attending, how often they are attending and the work they are completing. 

In an earlier post, the goals identified for the Hiss Hass Hoos boys were 

- positive change in punctuality and being ready for learning. 

- increase in motivation and confidence in all learning areas. 

- identifying purpose and learning styles to increase engagement. 

Sitting in lockdown and reflecting on these goals for this group these goals still seem applicable. These goals aren't tied to a specific learning area because I hope by focusing on these, the learning and progress will come flying in. A lot of this is habit and by supporting these boys at school in developing a positive relationship with all three things; being punctual, motivation and confidence, purpose and learning styles,

Recording this looks different, so my thoughts going ahead 
- continue to reach out to the boys via email, phone calls home and popping into video meets. 

- check in with their classroom teacher to discuss progress, engagement, support needed for the boys. 

- keep planning for our 'Taste of the Pacific', keep the momentum going

- read up on different learning styles, adapt to lockdown learning to support student engagement.

- blogging and interleading the journey, both wins and losses.