RPI - Day 2: Know your learners as Readers

What I like about RPI is the clarity and explicit-ness delivered by the facilitators. It's a safe space and teachers are free to ask questions throughout the sessions. 

I enjoyed the little korero by Dorothy, insightful to hear how the Manaiakalani Reading Programme has developed over-time from 2007. It was great to hear how her attendance at the ISTE conference inspired the idea of creating a Korero Pt England Podcast channel, that engaged so many learners, including those reluctant readers.

My favourite take-away from Day 2 was the understanding behind each component of the Teacher workbook. My mentee teachers last year did share it and we implemented it into our reading programme but the ownership for me, personally wasn't there. I wasn't as driven to use it as the other teachers. Simply because I felt I didn't fully comprehend the purpose behind it and how to use it. Now, being part of RPI - everything is making sense. I think being front-loaded with some of the resources last year has really helped.

My goal for the next 3 weeks and the rest of the term is to fully invest my time into ensuring the Teacher workbook is successfully implemented in my practice, so that my team can follow suit. I see how effective it is to have everything on ONE sheet under different tabs. It has data, planning, progressions, LTP - non-negotiables that teachers should have accessible in their planning.

YAY for another informative RPI session. Oh, and this time round, I am not feeling as over-whelmed as Day 1 lol.

Reader Profile Survey Reflection - RPI

Wow! Having looked at the Reader Profile Survey I had my class complete, I was quite shocked with the data (in a good but curious way). I'm glad I had the learners complete this to give me insight into what they liked/disliked about Reading. 

Here's a link to the responses - click here

As you can see from the image above, none of my students go to the library to get something to read. This prompted me to book my class in for weekly visits to our school library. Our librarian has yet to set-up our system for students to take books out BUT over the last couple of weeks, we have enjoyed our Wednesday afternoons in our school library. We use this time for students to explore the resources and books available in our library but to also use the time for some research, teaching them that information can be found from books too, not just google (or the internet). 

I explained to them that in my time - we had books called an ENCYCLOPEDIA and this was our google back then. Most of their jaws dropped and eyes went big (lol).

Something else I found interesting was that the learners did not enjoy receiving books as presents and that about 1/3 of my learners own a public library card. I was a little heart-broken because to me, I read this as a "I dislike reading".

After having a great discussion with my learners about the survey, I was able to gather some responses about WHY reading for most of them was not likeable. On the contrary however, I looked at their responses of the type of books they like to read in their own time and was pleased to see the results. I found out that many of them like fiction books, novel/chapter books and funny books.

I think from here onwards, my goal is to teach my kids about the benefits of reading. I want to re-ignite or ignite a passion for reading and I think I need to lead by example FIRST. One of the take-aways from RPI Day 1 was, I listed a down names of engaging chapter books that some of the fellow RPI teachers mentioned was a great read for their students. I emailed our school librarian the names of these books and she has placed an order for them. 

I am going to begin TEACHER READ. It might not be a big step, but personally, I need to model to my class that their teacher loves to read and hopefully this move/change in practice will be the start of something special this year.

Appointment Schedules for 2024.

Malo e lelei Teachers,

I think the adrenaline and excitement is still floating around in my system. I find that in the beginning of the year, everything seems possible. Nothing is too big to achieve and you just want to get the ball rolling.

 Anyhow, exciting news - Fiona has informed us of this new feature on calendar called 'Appointment Schedule'. We've set up our schedule and if you need any support from me, you can simply click this link and it will take you to the booking page.

I am happy to meet in person or online. We can even arrange a time for meet and chat about what sort of support you're after and what I can do to help. I also want to ensure I come prepared so that the support offered is effective and we utilise the time wisely.

Strengths: Culturally Responsive Pedagogies & Literacy - BUT I am happy to offer my help in all areas of learning.

Look forward to meeting some of you soon.

MALO.

RPI - Day 1: Reading is Core to Learning

 Mind Blown!

I'm impressed with how Kiri, Naomi and Sharon can pull everything together to fit our 8:45-3pm time frame. 

I have really enjoyed Day 1. Unlike the rest of the cohort - I went backwards with this ordeal. I was a mentor teacher last year to 2 RPI teachers from GTS. I personally felt that I was missing the 'Learn' part of the process. So I took my 'mentor' hat off and became a 'mentee'. We're learners too :)

I love the 'un-packing' of everything. In all the sessions covered today, I really appreciate the time our facilitators take to thoroughly explain everything. Emphasis on the fact that 'Detrimental Effects of Poor Reading Ability' was an eye-opener. I also liked the analogy that was used to illustrate Effective Teacher Accelerated Learning - the idea of the airport travelator and how it takes us to the destination faster.

What I learnt that could improve my capability and confidence in teaching reading was the importance of knowing 7 attributes of a readers profile. I also enjoyed looking at examples of task-boards and what reading across the curriculum looked like, great learning about the ground rules of talk and the pillars of practice (I have a 8 page google doc from my 'uh-huh' moments today) Christine's 'uh-huh' moments

I can definitely use the task-board idea with my learners, especially the reading challenge (created by Robyn Anderson) and some of her other intervention outcome ideas and I am excited to share these ideas with my school community.

2024 - Let the new journey begin!

 Malo e lelei 2024 :)

Back and excited to be in a new role this year, working as an Across Kahui Ako Teacher. My focus this year will be on the transition of Year 8 students into High School.

This role would draw on my experience working with GTS colleagues and Y7&8 students, to assist students' transfer from primary to secondary learning by boosting their readiness, engagement, agency and confidence.

Throughout my years of experience in Education, I have witnessed the critical importance of a seamless transition for students from Intermediate to High School. This is pivotal in a student's education journey, influencing their future academic trajectory and personal growth. I am motivated to ensure this transition is as smooth and empowering as possible for each student.

In conjunction with this, I want to enquire about collaborative teaching and how it's deemed to be the "new successful approach" to teaching and learning, through all learning areas. 

I also look forward to further implementing the resources and knowledge I'll be gaining from RPI. Last year, I was a mentor teacher, this year, I decided I too wanted to further up-skill myself and actually take part in the Reading Practice Intensive, to better my own practice and to ensure I am doing the intervention justice. 

I look forward to working alongside my fellow Kahui Ako Teachers and our learners for 2024.