Student voice for beginning of Term 3

I wanted to find out how my students are progressing since their first student voice form. Most of the questions in the form stayed the same with the addition of some questions.

Looking at their responses, I am able to identify most of the students are more confident in expressing their reflections about their learning and writing. They are more specific with their answers. The growth in confidence is more evident in their responses.

Here are the responses on Google Slides

Manaiakalani Secondary Connects - English - Literacy

Today I joined a Google Hangout meeting for the Manaiaklani Secondary Connects with a focus on English and Literacy. 

As an intermediate school teacher, I am very keen to learn about what is taught in college so I am able to prepare my students for their upcoming college years. 

Aaron Wilson's presentation supported what I have been trying to implement in my practice with T Shape Literacy. 

T Shape literacy I feel is often mentioned in professional discussions but not often explored in deep details (deep diving). I am glad I joined the Secondary Connects today because Aaron shared some very important insights to support my understanding. 

Aaron shared during observations, the WFRC observed a lot of time was spent focussing on a single text which came at an opportunity cost for the students. He discussed a lot of time was invested in one text when the students could be getting exposure to many texts relating to the topic. 

This is something I have been implementing in my teaching. The use of different multimodal texts for students to read and make meaning from. What I learnt today was inclusion of Challenge Texts where students points of views are challenged by another text. 

T Shaped Literacy is often referred to as the Wide and Deep reading approach. The students read a wide range of texts with a deep focus. Aaron discussed today that the narrow focus is drilling deep into a specific aspect of the texts. I have been reflecting about this statement from Aaron. Often when we have a lot of texts, we as teachers want to cover all the ideas in the texts. With time management in the classroom, often this leads to surface level discussions just to cover all the texts. 

Below are the benefits of T Shaped Literacy from Aaron's presentation today.

Definitely added to my kete today. These connect meetings are very valuable. Moving forward, I will now analyse my implementation and modify using what I have learnt today. 

Using the Learn, Create, Share pedagogy in teaching Writing

My inquiry question is: Will an integrated literacy programme with a focus on Learn, Create, Share accelerate the writing achievement of my target learners? (Refer to 27 May blog post)

I have been putting a lot of focus on integrating reading and writing. The students have been using written texts for a lot of their learning materials in the last term. This term, I am working on using more visual and audio texts for their learning activities. 

I have been promoting the use of SISOMO (sight, sound, motion) when the students are creating their sharing tasks. I find using Screencastify is an easy and accessible app for them to use. The only struggle now is the noise level when the students are recording their screencastify recordings in class. We are working our way through systems where the students can break out into more quiet spaces to record their recordings.

With using SISOMO resources, I am promoting what I am encouraging the students to create. This term, we are starting writing with procedural writing. The two slide presentations are examples of the use of SISOMO learning materials for students. They are watching Youtube clips on how to make Hangi and Trifle, then they respond by answering response questions. In responding to the response questions, the students are unpacking what they  understand from the clips. This will help them shape their ideas when writing the procedures. 

The students are also using a planning sheet created for them to use. This will help them structure their writing. 

I am currently working through my deliberate acts of teaching to change aspects of my practice which I believe will change the attitude of my students to writing, bring about more fun in learning to write, emphasise the purpose of writing and the target audience and accelerate writing achievement in my class.

The end of a wonderful DFI journey

It has been a wonderful, full on term with DFI learning every Tuesday. I have learnt so much during the DFI days. 

My confidence in using digital tools in my practice has increased and my appreciation for digital tools and how we can use these to empower our learners is stronger than ever. 

The exam was a good challenge. It was also fun to put what I had learnt to action and also challenge myself to problem solve. I was very happy today when I received the results from the exam. What a great way to finish off the term.

I am very grateful to Dorothy and the DFI team for their support and awhi during the DFI journey. Special thank you

to our bubble leader Mark for his help and support too.

Where to now? Is there a DFI for level two? To anyone considering going through the DFI journey, I strongly suggest you do. It is an empowering opportunity for you as an educator.