Reflecting and making changes to my practice

Through my discussions with Jannie, I shared my frustration of rushing through groups because I wanted to see more than one group per day. As a result, the reading discussions would be rushed and I often felt the group discussions lacked depth and meaning due to time constraints. Jannie suggested seeing one group per day and two other groups can start the session by sharing their text with the other. 

I have three reading groups. In a lesson I would work with one group deep diving into reading material while the other two groups would start the first rotation in a student lead discussion about group reading materials. 

I have been observing the confidence of my students growing through these student lead discussions. There are obvious leaders who are starting to take over the discussions and encouraging others to share. I am now reflecting on how to give leadership to other students other than the leaders.

Reflecting on my observations during our group lessons

Working together is the key. My students and I have been focussing a lot on the quality of our discussions about reading texts. We have had some 'wow moments'. We have identified when we share our ideas without listening to the input of ours its almost like entering a dead end street. There is no progression in the discussions. 

The tragic event in Christchurch has been an area of constant discussion and reading for our class. We have read a lot of current events in the past two weeks about Christchurch and reflected on the effects the actions of one person on the victims and also New Zealand. 

I have also identified I need to structure SSR to enable the students to use this time for good quality self directed reading. For most of the class, SSR is a time when enjoy reading their chosen books from the school library or the class library. The newest edition of Toitoi is becoming very popular too. However, there is a small group of students who have challenges in managing themselves during SSR. I have started calling some of my reluctant learners to read one to one with me during SSR. They choose their own text and we read this together and then discuss. I am not sure if this will have an effect on the students' enjoyment of reading at this stage. 

Gathering student voice

Gathering student voice

As well as collecting assessment data it is also important to know our learners. In every inquiry I have done, I always collect student voice at the beginning of the inquiry. With this inquiry I sent a google form to my target group to collect information about their experiences, preferences and views about reading. It was quite informative when I reviewed the responses from the group.

I was very happy to see they all like reading as a subject. It was also interesting to find out a few of the students do not read at home. This is one of the factors I would like to change in my inquiry. For my students to have a love of reading and to read not only at school but also at home. Their interests in reading topics vary which is fantastic because it brings variety and exposure to different topics.

Here are the responses from the google form.

Student voice Term 1

My target group/sample for my inquiry

My target group consists of 10 students who are mostly of NZ Maori descent. There are other students who are of Pasifika descent. After all the assessments for the beginning of 2019, these are the levels the students are starting the year with. When reflecting upon these levels I have more determination to change these achievement levels. They are a happy group of students and it is very obvious for some of them, reading is not an area of learning they enjoy. I hope my inquiry will change this perception.

PD with Jannie Van Hees

Through my discussions with Jannie, she has supported me in structuring how I will start this inquiry into accelerating the reading comprehension and encouraging a love of reading with my students. In the slides above are the notes from our discussions which are the foundation of my inquiry.

I know as I continue to teach and learn from my students, I will be modifying and changing my practice throughout the year. There are many aspects to this inquiry which I am excited and eager to them all at the same time. However, I am focussing solely on getting this inquiry started within the classroom then building on by networking with my colleagues and other Manaiakalani schools as time progresses.

Reflecting on my inquiry so far

The above quote summarises what I have been thinking for the past two weeks. Sometimes I feel as if I have a  lot of time. The mind says 'you have all year to do this inquiry' then the logical part of the brain come in with 'act now, think, plan and act'.

My inquiry has taken off. The target group or sample has been selected. As mentioned in previous posts, I am focussing on achievement challenge 3. My sample group predominantly consists of Maori students with a few other students of Pasifika descent.

I have a strong hunch this inquiry will work but I also know the reality of how much work is needed and time I need to put into this inquiry.

What I have been focussing on in my classroom practice in reading so far:

text selection

dialogic discussions

learn and create activities

building an inclusive culture in the classroom and groups

Where to from now?

So much more to do. I feel excited and anxious at the same time. Watch this space because this waka (inquiry) is now starting to sail.