Who better to hear from than the recipients of the learning?
I have collected student voice from my target group by using google form. The questions were based on what I wanted to learn from them in how they have experienced how we learnt in literacy with a focus in reading before we started Project Based Learning in our class. I also included questions about how they see themselves as readers and if they are encouraged by their whanau to read at home.
Hypothesising
Before collecting student voice, I had hypothesised that giving more opportunities to be creative in their learning through their projects would accelerate student engagement and accelerate student achievement in reading. However, after reading the responses from students, I am now rethinking that oral literacy with a focus on teacher and student learning conversations around feedback and feedforward would be my focus for this inquiry.
In a previous blog post, I shared an analysis of the impact of Project Based Learning which was conducted in the USA. A common theme which arose from this analysis was the limited interaction between the students and the teacher with regards to the learning. I strongly believe that teacher and student interactions and korero is vital to the learning of students.
My hypothesis
"If I have planned learning conversations with students with a focus on feedback and feedforward, will this improve their ability to discuss their learning and accelerate their achievement in reading?"
The big BUT at this time. I have to do some more reading around learning conversations around students with a focus on literature from New Zealand. As my students are mainly Maori and Pasifika, I want to learn more about how to facilitate RICH learning discussions with my students. Why I am thinking this is because if I am focussing on feedback and feedforward, will the conversations be around me just talking and the student listening? I would like the conversations to be around what the student identifies as their needs and how I can give feedback and feedforward to scaffold them in addressing their learning needs.
There are so many other aspects which I will incorporate into my inquiry this year but learning discussions will be my main focus in my deliberate acts of teaching (DAT).
Other aspects of my teaching as inquiry
Using the BIG SIX - catalytic digital teaching capabilities
- Ambitious outcomes for all
- Eyes on text
- Language and vocabulary development - language, texts and symbols
- High level discussions
- Transforming and transference of knowledge through creation
- Making thinking visible
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