Term 3 - Inquiry - Acceleration

 Term 3 Week 7-9 - Learning in the Fast Lane - 8 ways to put all students on the way to academic success by Suzy Rollins - IMPLEMENTING ACCELERATION

The focus for the target literacy group has been around having more choice in their literacy learning and having the opportunity to collaborate more with their peers during  this time.

There have been positives and challenges to this focus.

The positives have seen the students self-efficacy increase which has led to an increase in self-confidence and engagement in learning. The shift in academic achievement for 2 students in particular is clearly evident during reading sessions and a significant shift has occurred in one of the students reading behaviors.

One of the most effective strategy changes has been handing over the reins of learning to the students. In the past they have been the receivers of information and been directed to their learning. By offering the students choices, they have shown that they are more enthusiastic learners during their learning sessions by being in the right place at the right time without being monitored. When using their group books, they have enjoyed taking turns doing the writing in their shared book and have worked more collaboratively to work out the meanings of unknown words.

The students have been on a systematic reading schedule since Week 5. They read with our teacher aide 4 x per week individually with an independent levelled book and then they join their reading group for guided reading at an accelerated level! This has seen an evident increase in their ability to decode in group reading sessions and in terms of more understanding.

Next steps: The students will continue to focus on self monitoring their reading meaning when they come to a word in the text that they do not understand, a voice in their head will say “Uh on, I don’t get this - problem! Warning Bells! Time to stop and do something about it. These reading strategies will be explicitly taught during guided reading sessions. 

The students are continually focused on what good readers do i.e good readers don’t guess, good readers use their ‘Handful of Clues’ strategies to work out what they are reading.

Student Design for Learning - Digital Create with DLOs to support High Leverage Practices (HLPs)

Manaiakalani Principals and Lead Teacher Meeting - Paparore School 18th September

Presenter: Dr Naomi Rosedale - Woolf Fisher

Naomi's research has included 520 DLO's across 18 Manaiakalani school's and one of the key finding's of this research is the fact that 85% of the DLO's are google slides. 40% of these are teacher templates. 

This led me on to thinking ... what is the DLO for? Is the purpose the same each time? Do the student's know why they are creating a DLO? Celebrating what students have been learning is only one reason for DLO's. How are students in my class and at our school currently sharing their learning?

How have these definitions clarified/conflicted with your own? 

I think that students need to understand the purpose of why they are creating each DLO. Is it to share learning, is it to teach others (rewindable learning) or is it to create a digital creation using a variety of modes to show learning content.

How can we create a DLO that has more agency from the learner using the new technologies learnt. What are some  opportunities to extend student DLO practices? 

Which DLO is more effective??? Which DLO is supporting the learning?? 

Which DLO will others want to learn from?

When creating a DLO, what can image, audio, video do that text doesn't do?

Process and Product - how do student have the opportunity to personalise their DLO's? 

We should at least be operating at orange.

MAPIC is an acronym to help teachers aim for more ambitious outcomes for learning. 

MODE

AMPLIFICATION

PERSONALISATION

INTERACTION

COHERENCE

How can we scaffold our learners to create DLO's that have more ambitious learning outcomes? 

How to examples ...

• Don't think of DLO as needing to be a polished product but a learning product. For example last 10 mins of each lesson could be discussion (recorded) in small groups of what they learnt, voice recorder, screen castify (2- 3mins)

Today's Presentation: Dr Naomi Rosedale - Woolf Fisher