Keeping Up with Mrs Faalili

Awesome korero with these beautiful wahine, sharing tools that they've used to help collect data. One that I am interested in that was shared was MIRO, a digital and interactive whiteboard.

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...

Self Reflection Name of Course/Programme/Seminar: No course - just jumping in the deep end with what we know and using it for lock down. I'm calling this HOME LEARNING 1.0 Provider/Presenter: Fiona - google hangouts. Chris & Johanna- Distant teaching and learning. If I was to summarise the key things I took away from this Professional Development what would they be and why? Google hangouts. This was new learning. We jumped in - with what we knew and set it up. It worked, well, I thought it did. Until kids were on it super late at night. New learning - set it up right, from the beginning. Teaching through the screen Even though we are 1:1, and have been for some time, I don't think anything would've prepared me for this. -My planning and class site has changed and evolved with the needs of this time (constantly thinking about what my students are able to do (digitally) and of the resources they may or may not have at home that may block them from partic...

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...

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 lea...