Keeping Up with Mrs Faalili

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 s...

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. ...

Title of Book/Reading/Study Programme Best Practices in writing instruction (2nd edition) - Chapter 1. Designing an Effective Writing Program Author/s or Lecturer/s or Speaker/s Edited - Steve Graham, Charles A.MacArthur, Jill Fitzgerald Motivation The motivation for this reading is the want to improve my Writing programme. As part of my role as a CoL teacher, I am inquiring into raising the achievement of my students in Literacy, with a specific focus on writing. How will it help me? How has it helped me? Key takeaways and what it means for me:  • Foster a love for writing. Establishing a good mood for writing in the classroom is important.  • Make student writing visible - display on walls, share to newspapers i.e. Toitoi • Have high but realistic expectations for writers • Provide enough support for my writers so that they can write i.e. use of models, teacher sessions, word banks, front loading, peer support, word cards   • Student Voice about topics they ...

Collecting evidence and data is proving to be much harder now that we're in lockdown and home learning. To help me start collecting data, I am using the Literacy Learning Map  from Gayle McIlraith from Learning Solutions and have used them to create a google form. This will help me collect student voice  Google Form - Literacy Learning Map . It's tricky thinking about the times that we're in and how we will collect evidence.  Here's what I aim to collect in the mean time ... (expect another post once things go back to normal - what ever normal is) 1. Collect student voice  Google Form - Literacy Learning Map . 2. Look at student blogs and analyse the work they're sharing  3. Look at student work (writing output) and analyse (identify strengths & gaps) This distance learning is definitely making it harder to collect evidence, but it also providing opportunities to be creative in finding ways to collect data. 

Describe the tools/measures/approaches you plan to use to get a more detailed and accurate profile of students’ learning in relation to that challenge. Justify why you chose these approaches and tools. With the current times that we have and home learning, I plan to take the following actions to get a more detailed and accurate picture of my students' learning in writing - collect student voice (using google form/padlet/google doc) about writing - I used this form last year to collect student voice >> Literacy Learning Map and will use it again with my learners (the questions). This will help me gain an understanding of my learners through a literacy lens. - integrate curriculum using the LCS model - talanoa - easTTle writing from Term 1 (recount). This provides a snap shot of independent, timed writing. When back onsite, unpacking student writing to identify strengths and next steps as I feel the pathway doesn't identify these specifically. - writing samples. By lookin...

In our recent meeting with our Senior Leadership team, we identified the priority groups for this year using data from end of year assessments 2019. The priority target groups this year 1. Reading - Maori 2. Writing - Maori & Boys 3. Maths - Maori, Boys, Girls & Pasifika Looking into my practice and what I think would benefit my learners and school, my focus for this year will be on Literacy, specifically Writing, and also the integration of Literacy across the curriculum. To be able to do this, I will firstly work on unpacking my current literacy programme and think about the following ....  1. What specific writing features are my students learning to do? And why? 2. Are my learners aware of what they are learning about? (Not the purpose of the task) 3. Are my learners able to articulate why they are learning this? 4. What progress are my learners making? How?  5. How can I unpack deeper writing features and teach these to my learners this year?  6. What ...

Reflection on 2019 CoL What worked well for me? Having another CoL teacher to work alongside with at school - sharing similar inquiries. It allowed for structured and focused conversations  Using relevant data to make informed decisions about selecting target students to work with, forming hypotheses and discussing these with fellow CoL colleague and team ALL intervention (focussed strategies and sessions, whanau engagement, student voice) Challenges Consistency & Time - ensuring that ALL group was being seen 4 times a week, consistency in reflecting and refining my inquiry Not dedicating enough time Prof. Readings that supported my inquiry Trying to play catch up at the start of the year (missed the first 1 or 2 CoL meetings as I only applied for this early in the school year 2019) Identifying the what and why there was a mismatch in student assessments (PAT, PROBE, Student output in class)  Additional Support I'd like Seeking support from a...