Lockdown Learning and the difficulties that come with it...

After our CoL PLG meeting last week, I couldn't help but think about my next steps for my CoL inquiry.

We're back to online learning and we as teachers know the impacts of how this can be difficult for some of our learners.

My target group a.k.a THE PASHISKA BOYS were so amped, so passionate and enthusiastic about our PASHISKA WAY project. So, to break it down, my intervention design was project based. This idea was initiated by myself, due to it being effective last year. The only difference is, my boys were planning everything this year.

The intervention was to launch the project in Week 9 where the boys would host their whanau, our classroom and our principals to what they call "THE PASHISKA WAY". The boys planned to use the last block of a Thursday afternoon (23rd September) to prepare an island feast for the guests and perform for them as a form of entertaining the guests while they enjoy their food. The performance was going to be a mash-up of cultural dances from the Cook Islands, Tonga and Aotearoa - where the boys were from.

Planning the intervention involved:

-the boys writing a proposal of their project to Mr Herlihy

-a letter asking for funding to Mr Herlihy (again)

-brainstorming what the day would look like

-researching recipes of what food to make

-writing a letter to parents/caregivers

-dance practices during lunch break

-meeting with myself x3 a week to share what they had come up with and discuss our next-steps.

Come Week 4 of this term, NZ goes into a nation-wide lockdown. The intervention was put on hold.

To keep the energy and motivation - I endeavoured to meet with the 6 boys online, separate to our class sessions. First meeting was meant to be yesterday via google meets. Only one student responded. It's disheartening because I know it's out of our control.

My goal is to try and meet with the boys online. Talanoa about ideas and ways we could continue the project. Could it still work? Is there a next step?

This intervention is driven by the learners, it's authentic and it allows the teacher to step aside and let the learners show their full potential and what they're capable of. These boys are not at the curriculum level they should be working on, but this project provided opportunities for the students to WRITE, BRAINSTORM, TALANOA, RESEARCH & PLAN something that was meaningful and valued by them.

A couple of years ago, I had real success with my group of boys I worked with for my CoL inquiry. The first time I met with the Pashiska boys last term, it only felt right to share my 2018 success story with them. I shared my presentation with them, showed them pieces of writing produced by those boys in the beginning of 2018 and at the end of 2018. I wish I had a camera to snap the reaction from the PASHISKA boys. This was how I hooked my target group in to my 2021 CoL inquiry.

Blogpost #9 - My Journey so far...

My inquiry is FINALLY beginning to make sense. It's like someone trying to see their reflection in murky waters.

My inquiry this year focuses on something internal, raw, real, truthful. Yes, my focus is on Identity & Cultural competencies and my inquiry questions about "Accelerated Shift" in literacy through teaching in a more culturally responsive way...BUT, it still doesn't quite hit the nail on the head with what I really want to share.

I've been a CoL teacher for Glen Taylor since Term 3, 2018. Now, in 2021, the processes are beginning to make more sense to me. You create an inquiry question, plan and hypothesise how to achieve the question, begin your investigation/study, research it and present your findings at the end of the year. Then you repeat it the following year. But I think it's more than that. It takes more than testing and data collecting to change data results of students from Pacific backgrounds. I say this, because I was one.

If I think back to my primary years, testing was based on answering questions about something I was unfamiliar with. At times, I remember I had to write about 'skiing', and I had no idea what to write because I'd never touched snow before. 

But it was in Year 8, I remember when my South African teacher organised an 'international food day' and we all had to bring a cultural dish from home to share with our Syndicates. I remember standing at the front of the hall in my cultural attire, sharing, smiling and dancing away when the Tongan flag appeared on the screen and a Tongan song was playing in the background. The next day, we were told to write about the experience. I remember getting an 'excellent' for that piece of writing. I had a smile that painted my face that whole day.

That one experience had lived with me till now. This is what I do in my class with my kids. Restoring the faith in them that they are good 'writers' or 'readers'....but through a cultural approach.

I believe the teacher holds the key. If the teacher does not change their practice, then how can we expect a change/shift in student achievement? To teach our dominantly Pasifika & Maori students, you HAVE TO make a connection, and that comes from within.

Dr Rae Si'ilata stated at our Term 1 Teacher only Day, "English can never translate the depth of our Reo & Talanoa". 

We need to encourage our learners to come into the room with the voices that have raised and taught them. Privilege the native speaker, recognise the language and cultural resources. Teach through the medium of their languages.

This is why I decided my inquiry will focus on IDENTITY & CULTURAL COMPETENCIES. Rather than focusing on 1 particular learning area, I apply this practice in all learning areas in my class but because the criteria for CoL achievement challenges expects us to choose a learning area, I decided on literacy. Literacy provides the space for expression and story telling. It enables the learner to speak from the fatu or write to 'hit the fatu'. This is why I chose literacy as my subject of focus.

As teachers, it's important you understand your own distinctiveness, identity and culture in deep and meaningful ways in order to genuinely engage and respond to the distinctiveness, identity and culture of others. For young Maori and Pacific people in NZ, research shows that the stronger our cultural identity, the stronger our wellbeing is (Hawk et al, 2002). If we embrace and strengthen cultural identity, we strengthen our wellbeing. The more we teachers understand ourselves, the better we can understand our learners.

Documents being used & how: TAPASA & TATAIAKO 

• TURU 1: Identities, Languages and Culture - 
  
  • Use experts in the class all the time - use them as experts
  • Learn to pronounce my name correctly
  • Don’t be scared to ask the kids the questions.  
  • Learn greetings in our home language
  • Watch them before school or in the playground play and interact (especially Pasifika)- how to take it into learning programme.
  • Ask what they’d be doing at church time especially celebrations
  • Pg 7: number 2, not be frightened to get pronunciation wrong and show i’ve given it a go but follow up with the question of ‘have i pronounced that right’, can you help me.
  • Be out in the carpark and talking to families in the carpark, supermarkets.

• TURU 2: Collaborative and respectful relationships and professional behaviour

• Build relationships with Pasifika communities and cultural leaders.

• TURU 3:Effective Pacific pedagogies

• Observe, listen carefully and waited longer - don’t interrupt children’s thinking.

Blogpost #4 - Critical Reflection on my Journey so far...

TERM TWO 2021 - My Journey so far...

Inquiry Question: Can we make accelerated shifts in Literacy through teaching Identity and Cultural Competencies?

Have I used a range of sources to understand my students learning in a detailed way?

For my inquiry so far, I have used a range of sources to help me analyse and validate the students learning achievements to date. I have drawn upon summative assessments, a piece of formative assessments and learner voice. I have also had the opportunity to sit down and talanoa with the learners and their families in Term 1 for talanoa evening and more recently during our Tamariki Korero evening in Week 9. I know that a strong and positive relationship between the school and whanau plays a critical role in the learners' learning journey. 

Do I understand their strengths as much as I understand their areas for development?

I believe I have a sound understanding of my learners strengths and interests. Some students I know more of than others but that's due to lack of attendance. Something I did after my learner voice session with my learners was sit down with each student individually and talk to them more about what I could do more of as their teacher and also asked them questions such as: What would you like to learn more of? What sort of books do you enjoy reading, what writing genre should R11 focus on? What can we learn about next term that relates to the key concept of CONNECTIONS (in identity)?

I am also aware of most of my learners cultural backgrounds and encourage them to speak their languages in class. I need to get my hands on more dual language books to have them read it aloud in class and to each other.

Through my inquiry I have come to realise just how important learner voice is and how crucial it is to have a positive relationship with my learners. I believe that gaining my students' trust enables them to open up more and feel relaxed and comfortable to share, Korero, Talanoa and express EVERYTHING they feel about themselves, their interests and anything that helps with their journey of learning.

Have I developed a strong profile of their achievement?

I have considered using both formative and summative pieces of assessments, have drawn upon both qualitative and quantitative data to 'paint a reliable picture' of my student profiles. Am I comfortable with the tools/measures I've chosen to develop my student profiles? I'd say probably not. But I believe it's providing me with a solid foundation of something I can continue to build on.

A next step would be - referring to a more culturally responsive measure other than Talanoa. Something of relevance and familiar to the student that allows them to connect with and express their cultural identity.

Measures that I am using pre/ post intervention?

- Talanoa Methodology - Daily conversations and story telling with my learners - providing an insight into their engagement and well-being.

- PAT Assessments

- Probe Assessment

- Arbs Assessment Tasks in Literacy

Reading: The importance of Teacher Student relationships for Maori and Pasifika students 

Evaluation for 2020 (Bursts & Bubbles Presentation)

 The catalytic aspect of student learning my inquiry focused on this year was 

How will I change my teaching practice to ensure my learners are developing a deeper understanding of vocabulary (in Literacy)?

I identified this as my focus when I noticed

The discrepancy between reading and writing was evident in school wide data but also my class assessment data, leading me to choose reading as my focus area for my coL within school inquiry & focusing on vocabulary as it was the highlighted area of weakness in my class.

To build a rich picture of my students’ learning I used ……. (sources of evidence and data e.g. PAT reading, my own vocabulary test, student voice)

Student Voice - through google forms, padlet, interlead, literacy learner profiles from ALL intervention to collect information about students cultural backgrounds, things that were important to them, their reading interests, attitudes towards reading, what they’d like to read more of, types of texts etc

PAT Vocab results - I’d use these results to help me identify the level of understanding my students have with words.

Samples of Writing - I’d use samples of their writing throughout the year and from summative assessments to assess their standard of vocabulary used. From this, i’d know if they’ve used words correctly and words we’ve learnt and discussed during our reading sessions.

Talanoa with students’ previous teachers, themselves and their whanau - for more insight on students, id approach previous teachers

Blog posts

The main patterns of student learning I identified in the profiling phase were (their strengths and needs)

Strengths - They enjoyed reading through song lyrics, reading myths & legends from their cultural backgrounds, reading about cultural superstitions, visual prompts helped them understand the text more, texts on things they liked/enjoyed & familiarised with

Needs - 3 main areas were: Vocabulary Knowledge, Decoding, Comprehension

My profiling of my own teaching showed that I had strengths in …. 

• Whole Class teaching

• Engaging students 

• Teaching my way! in a way it made sense to me

But my students would likely make more progress if 

• I provided students with explicit instructions to build vocabulary

• Creating more Cultural experiences for students to be more hands-on and actively involved in.

• Constant exposure to new key words and topic-specific vocabulary

The changes I made in my teaching were ….

• Changing my Reading programme, Implemented of Daily 5 programme and using a balanced reading structure inspired by Sheena Cameron

• Creating Authentic Learning Experiences relating to my students cultural background and using these experiences as points of Talanoa in class, enabling students to be exposed to thematic key understandings relating to our school LCS focus for 2020 which was IDENTITY

• Taught through cultural competencies framework - being aware of what was important to my students identity and using that as the hook in my practice this year

• Links to the LPF documents

• Front-loading students with keywords from the text prior to the delivered lesson

• Implemented the Sheena Cameron Vocabulary programme through my guided sessions 

• Continued to implement ALL strategies

The literature/expertise that helped me decide what changes to make was…

• The Reading Book by Sheena Cameron & Louise Dempsey

• Effective Literacy Practice in Y5-8

• Tapasa cultural competencies framework

• What every primary school teacher should know about vocabulary by Jannie Van Hees

• Boys in Literacy PD by Marshall Diggs

• Talanoa Framework

The easiest and hardest things for me to change were…..  

• My teacher ownership - giving more authority to the students

• Stepping out of my comfort zone and implementing a reading programme that was initially foreign to me

• Changing my practice by trying new things that I believed would help my inquiry but also be successful for my students achievement

Overall I would rate the changes in student learning as….  

“Work in progress”. 

Out of my 6 target students, (L, B, C, T, G, N), 4 made accelerated progress and the other 2 made steady progress. 5 of my students are Y8’s and I can confidently say that most of them are mentally & emotionally ready for high school learning.

5 of the boys are Y8 and they are leaving school with a passion for education and have the drive to persevere with their High School learning next year.

The most important learning I made about …. (my focus of student learning) was that 

• Talanoa/Story-telling and Oral language provides opportunities for students to dialogue more, enhancing their knowledge of vocabulary in English as well as their first language.

• Authentic cultural learning experiences provides opportunities for students to read/write/problem solve - it also encourages teachers to learn more about their students identity

• If you want to hit the nail with teaching Pasifika/Maori students you need to invest time into learning about the culture they identify with and what this means to them is key.

Boys in Literacy PD - 25/09/2020

 Name of Course/Programme/Seminar:

Boys in Literacy PD

Provider/Presenter:

Marshall Diggs 

If I was to summarise the key things I took away from this Professional Development what would they be and why?

• Teach and develop Reading Strategies which invite boys to create, compete and imagine
• Teach boys these 4 strategies: Making Inferences, Making Connections, Decoding, Summarising

• Boys will read material that interests them and captivates their attention

• Boys shouldn’t be sitting for longer than their age and 10 minutes

• You can have control OR you can have growth, but you can’t have both

• Your greatest contribution at school is not what you can teach - it’s WHO YOU TEACH

How has this professional development challenged my thinking?

• This PD was a reminder about the importance of knowing my learners.
• Use to my advantage the positive relationship I have with my boys as the stepping stone of really making a difference with their learning in literacy
• It hasn't changed my thinking - it's reaffirmed my thinking - particularly around the strategies I should be teaching in Reading. From the Sheena Cameron PD, earlier in the year, I had identified similar strategies as the NEED in my classroom. Today's PD confirmed I'm on the right track.
• Reminder that boys think, learn and work differently to the girls
• Move away from the traditional 'Writing genre teaching' and empower boys through engaging tasks that involve boys to write about facts, competition, humour, survival, conflict, adversity etc
• Inspire boys to WRITE through learning experiences - i.e the flying teabag experiment (Concrete Prompts for an Abstract Task)

What aspects of my practice would I consider changing as a result of this professional development and why?

• Some aspects of my literacy programme - include more warm-up games such as word association, Buddy A & Buddy B, Walk & Talk, Tap & Read
• Use videos to prompt writing
• Word Banks are effective when wanting students to remember key vocabulary (I had started this after the Sheena Cameron PD)
• Subtle Praise
• Boys shouldn't be sitting longer than their age + 10 minutes - so encourage them to walk about the class and elbow shake others or play the finger/palm game as little brain breakers
• Boys in Literacy PD 2020

 

Professional Reading #3

 Title of Book/Reading/Study Programme

The Reading Book

Author/s or Lecturer/s or Speaker/s

Sheena Cameron & Louise Dempsey

Synopsis

• Explicit teaching of Reading is important at all levels
• Reading for pleasure, Reading to support Writing, Reading to Learn
• Work to ensure students develop a love for a Reading and a love for Oral Language and Vocabulary
• Do a lot of Shared Reading with Year 7 & 8
• Reading Process - Critical Thinking, Cracking the Code (Decoding), Comprehension
•  

Motivation

• This Reading Book has helped re-ignite my passion for teaching Literacy. It started from the PD (beginning of Term 3) and since then, my planning for literacy has improved. It makes sense, I am more motivated to teach literacy and I have implemented changes into my planning and my teacher practice.
• I am CONFIDENT that with the changes/interventions I have in place, that my students will make great progress, come end of year assessments. I have more structure to my planning, I have goals in place and have belief that it's working in my class.

How will it help me? How has it helped me?

• This book has been a pivotal tool in my change of practice in literacy, particularly in Reading. In Term 3, I introduced a structured reading programme that includes modelled reading, shared reading, guided reading and independent reading.
• I have seen engagement from students that were disengaged from reading and hated the subject. Two students in particular would always claim they couldn't read any material whatsoever and would often ask me to read it for them. From Sheena's book + PD, she encouraged using song lyrics as a resource and use it to teach inferencing. I'd introduce the goal (WALT) through my shared reading lesson and continue it in the guided lesson. The inferences made by these students who claimed to not be able to read, was astounding. I highlighted parts of the lyrics for each student to infer. Responses from our discussions were recorded in the modelling book.
•  
  
  
  
• 
  
  
  
  

So What?

• Having a structured reading programme and following it consistently has been very effective. If this is the result from having changed my practice a term ago, I can't wait to see the difference it continues to make over time.
• Yes, having a structured programme has been a positive change, but I believe including Pasifika cultural competencies in my practice has contributed to the success also. For example, demonstrating awareness of my learners identities, cultures and languages underpins the way they think and learn. Having positive and respectful relationships enhances learning and well-being for my Pasifika students. Inclusion of effective pedagogies for my Pasifika learners such as Talanoa, celebration of language weeks, authentic learning experiences such as making an 'umu, roasting a pig on the spit or making a hangi are moments in time the learners' will celebrate and remember forever.

Blogpost #7 - Plan and conduct detailed inquiry...

Plan and conduct detailed inquiry into specific aspects of your current teaching that are relevant to the hypotheses you identified in the literature.

Prior to lockdown, I decided to implement the Daily 5 reading programme in my class. It took me 6-7 weeks to set-up before launching it. It's been a success so far, the students enjoy the independence of selecting which daily 5 task they complete and in which order, in addition to the blocks I will be working with them.

However, I still felt like something was missing. I wasn't clear myself on what I wanted to see. But personally, I didn't feel the spark or the connection between my inquiry, what I had implemented and my students learning progress. I decided to approach other teachers in the CoL cluster for some insight, they suggest implementing dual language texts in my sessions, did that. Yet, I still felt the same.

Current Strengths:
After seeking some feedback from colleagues and other CoL teachers on planning, implementing an integrated curriculum and inquiring into a different approach for teaching literacy, I've identified the following aspects as strengths in my practice

- Being culturally responsive to my learners
- Inclusion of student voice
- Planning format changed (Merged aspects of ALL intervention + A balanced Reading programme by Sheena Cameron & Louise Dempsey)
- Clear learning intentions - student speak
-Respond to student voice and ideas
- Try something new - having a clear structure for my reading programme
- Integrated curriculum (cross-curricular approach) - ie. Celebrating events that provide authentic learning experiences for the students (Our Samoan Language Week, Ancient Egyptian Studies, Matariki - refer to slide below for evidence of work created by the students)

To date, I am pleased with the progress my Literacy Champs have made, especially during and after lockdown. I have seen an increment in engagement and student output. Although guided sessions have been minimal, I am still looking for a structure or proper reading programme to follow. Yes, Room 11 follows The Daily 5 reading programme, but I know and feel there is room for improvement.

From the literature I've read, I plan to continue adapting the method of TALANOA. I believe it creates unique opportunities for my students to engage, interact and communicate in a way they familiarise with, including talanoa in their first language. Taking into consideration my target students ethnic background, the group consists of dominantly PASIFIKA and MAORI students. The Pasifika way is spoken rather than written, based on oratory and verbal negotiation which have deep traditional roots in Pasifika cultures. Talanoa for Pasifika inquiries and researches will make available more valid and authentic information than other methodologies (Vaioleti, 2006)

Areas for Development: 
I hope to provide my students with more opportunities to recognise the vocabulary of literacy success. I also plan to have video recordings of a typical literacy lesson in my class where talanoa takes place, in hopes it captures students learning new vocabulary while in dialoague, or when completing follow-up tasks or independent activities.

I'm on the look out for a structured programme that is effective, easy to follow and makes sense to me. Right now, DAILY 5 feels like its only one piece of the puzzle. I am currently looking at the Reading Book by Sheena Cameron for some ideas. So I hope that provides me with the other piece to the puzzle i'm looking for.

I also plan to continue my talanoa with other CoL teachers who are working on the same achievement challenge and have a conversation about strategies that might be working well for them.

Professional Reading #2

Title of Book/Reading/Study Programme
Talanoa Research Methodology
Author/s or Lecturer/s or Speaker/s
Timote M Vaioleti
Synopsis
Author Timote argues that TALANOA is a personal encounter that enables peoples to story their issues, their realities and aspirations, allows more mo'oni (truth, pure, realities) information to be available...Talanoa can be referred to as a conversation, a talk, an exchange of ideas and thinking whether formal or informal. In a good talanoa encounter, noa creates the space and conditions, Tala intermingles the researcher/teacher and participants/students emotions, knowledges and experiences. This alliance leads to an energising and uplifting of the spirits, and to a positive state of connectedness and enlightenment (Vaioleti, 2006).
Motivation
This reading reinforces the importance of ensuring I know how to best communicate with my Pasifika learners. Taking into consideration my target students ethnic background, the group consists dominantly of Pasifika and Maori students. The Pasifika way is spoken rather than written, based on oratory and verbal negotiation which have deep traditional roots in Pasifika cultures. Talanoa for Pasifika inquiries and researches will make available more valid and authentic information than other methodologies. 
How will it help me? How has it helped me?
What I enjoy about talanoa with my students is the fact it removes distance and provides presence and a face they could connect to. It's a technique where the nature of the questions has not been determined in advance, but will depend on the way in which the Talanoa develops. It is a respectful, reciprocating interaction. The reciprocity embedded in the talanoa will raise the expectations that teacher and students have of each other, promoting mutual accountability, which adds to the trustworthiness and quality of the learning.
So What?

I'm going to encourage the talanoa methodology more effectively in my literacy lessons. Rather than having semi-structured comprehension open/close ended questions, give time and space for a talanoa to take place. Encourage the students to talanoa because research says that this particular methodological framework is more appropriate when inquiring or researching about Pasifika peoples (ie. my Pasifika learners).

Blog post #6: Most worthy hypotheses about teaching...

Explain the hypotheses about teaching that you decided were MOST worth testing, and why...

As identified in my blog post #5, my hypotheses are:

1. IF I provide opportunities for more authentic learning experiences, THEN my students will be able to read & write about it in a more communicative way, because they are able to make connections to it, and write in a way that connects their audience to the experience.
2. IF I see my target students consistently 3 times a week, for focused/guided sessions, THEN I can provide constructive feedback & feedforward on areas they need to work on i.e.Vocabulary - decoding, retrieving etc.
3. IF I teach my students at LEVEL 4 literacy (Reading & Writing), THEN we'll most likely produce accelerate results in literacy.
4. IF I change my teacher practice so that it encompasses opportunities of integrated learning, THEN my students will be able to consolidate strategies and learning in all areas of the curriculum (using the Learn, Create, Share model.
5. IF I can help develop my students knowledge of vocabulary, THEN my students will be readily prepared in literacy, for high school next year.

Highlighted above are 4 chosen hypotheses worth testing. WHY? Because I want to prove to myself that changing my practice will result in better student learning outcomes.

Providing opportunities for more authentic learning experiences, accelerate teaching, explicit teaching AND integrated learning is new to my practice. I'm hoping this change is for the better that end of year data proves it too.

• Authentic learning experiences enables deep sharing through talanoa, semi-structured interviews, questioning, visual learning and more.
• Seeing the students for in-depth guided lessons allows me to specify which areas in literacy they need support with. For example, in Vocabulary, there are many strategies to teach, such as decoding, retrieving, interpreting and explaining etc. Receiving constant feedback and feedforward is crucial to students developmental understanding.
• To receive accelerate progress, you must teach at an accelerate level. With the ALL intervention strategies such as front-loading, double dosing, gradual release of responsibility, I'm hoping the students learning will progress noticeably faster in an upward movement.
• Integration fits perfectly with the learn, create, share model. What better way to incorporate the Manaiakalani way than through integrated learning.

Professional Reading #1

Title of Book/Reading/Study Programme
How can a makerspace in the school setting increased motivation, engagement, and achievement for Pasifika and Maori

Author/s or Lecturer/s or Speaker/s
Rebecca Bishop and Savelina Lepou
Synopsis

• Through teacher-led inquiry, a group of teachers and students from an Auckland primary school created a school 'makerspace' learning environment with the aim to use it as a space to improve learning for Maori and Pasifika students at risk of underachieving.
• Students were engaged in the project. They responded well to the given opportunities in sharing their ideas, making choices and developing their skills for future use of the makerspace.
• Project based learning emerged as a pedagogy in the creation of the makerspace. (ie. Passion projects or Genius hour)
• Further teacher led inquiries were developed to investigate how teachers can effectively support students to transfer the skills from learning in the makerspace, back in to their classrooms.

Motivation

• This reading was given to me by Allen Wu (Woolf Fisher researcher), who suggested it would help with my inquiry this year. 
• This Reading provides insight into what I can apply in my classroom that will enable my target students to feel supported in their learning. To ensure my learning environment or 'makerspace' has accessible resources, student selected texts, technological devices, a culturally responsive setting that encourages them to feel 'safe' and motivated to learn in all areas, in particular, literacy. This will further support my CoL inquiry for the year.

How will it help me? How has it helped me?

• Importance of Student Voice and including students in decision making 
• Trusting the students to take the lead in the project
• Giving time to create, plan and reflect
• Online Resources - making sure everything was accessible by the students
• Purposeful Learning - students to know and be aware of the purpose for what and why they are learning it

So What?

• Making sure the class is an inclusive learning environment. Knowing it is important for our Maori and Pasifika students to feel at home and safe, giving them a sense of belonging.
• Acknowledging students ideas in what we're learning. If the students want to make an 'umu for their language week, encourage the idea. If they plan to build a school fale, support them with the planning for it.
• Provide an opportunity for higher level learning to take place - having resources available, provide opportunities for authentic learning experiences, reading and writing about their experiences etc.

Blog post #5: Developing Hypotheses...

Describe your process for developing hypotheses (hunch) e.g. what you read, who you talked with...

Developing a hypotheses proved to be challenging this year. With the national lockdown, everything that use to be deemed 'normal' was no more. So, I had to sit and really think this one through.

After discussions with my fellow CoL teacher (Poto) and our school Management team, we've identified that literacy is still an area of concern.

The following things are what I have identified as my hypotheses. I feel that if I manage to accomplish these steps or make some progress on these things, it will further clarify what my next steps would be in regards to my inquiry.

1. IF I provide opportunities for more authentic learning experiences, THEN my students will be able to read & write about it in a more communicative way, because they are able to make connections to it, and write in a way that connects their audience to the experience.
2. IF I encourage Talanoa as a methodology for gaining insight from my students, THEN I am taking into account my students ethnic/cultural practices and creating an environment that my students feel connected to.
3. IF I teach my students at LEVEL 4, THEN we'll most likely produce accelerate results.
4. IF I change my teacher practice so that it encompasses opportunities of integrated learning, THEN my students will be able to consolidate strategies and learning in all areas of the curriculum (using the Learn, Create, Share model.)
5. IF I can help develop my students knowledge of vocabulary in literacy, THEN my students will develop an in-depth understanding that will enable them to think critically about what they're reading/writing.

Sharing my Hypotheses...

1. Describe your process for developing hypotheses (hunch) e.g. what you read, who you talked with...

• Change in my teaching practice
• Change up choice of resources and materials
• Include student voice

2. Explain the hypotheses about teaching that you decided were MOST worth testing, and why...

What changes can I make in my teaching practice to ensure that I am meeting my students learning needs in Reading. I decided to focus on changing my choice of resources and materials to better suit the students. The first step I did was consult with my students. They told me what types of books they would like to read this term, what text type they prefer to read and what comprehension strategies they need support with.

3. For each of your hypotheses, explain how you will test it and what evidence would support (or refute) that hypothesis...

• Change in teaching practice: I have been reflecting on some of my lessons and asking my students for feedback on their learning. It's been quite effective being able to monitor what has been successful and what hasn't. I plan to video record myself teaching a reading lesson as evidence that further supports my hypothesis. I also plan to observe other teachers in the school and try and observe reading being taught at another school. By doing this, I could gain new ideas on the different approaches
• Choice of resources & materials: After collecting some student voice from my class, students identified having a preference for a mixture digital and hard copy texts. Being a digital learning school, I find myself dependent on digital resources, not realising that not all students enjoy that.
• To include student voice in my teaching practice was a challenge at first. It included a shift in mindset and tradition. For some of us we're immune to teachers being the decision makers and that's how some of us learnt at school. Now, having my students have a say in what they would like to learn, research their own information, create their own videos etc proves just how capable our students are. As teachers, we need to trust our students more and create opportunities to learn through exploration and inquiry.

Summary of my CoL experience for 2018

Summary of CoL Journey for 2018

Having started the CoL within schools teacher role half way through 2018, I decided to apply for the role again because it was an informative learning opportunity for me. I became more interested about Inquiring into students' learning and my own teacher practice.

Last year I had the opportunity to work with a group of 6 Year 8 boys and 1 Year 7 who were disengaged and not interested in Writing. They lacked self-confidence and self-belief in their ability to write. I implemented the Accelerated Learning in Literacy strategies of front-loading, double dosing and gradual release of responsibility into my teaching practice. I asked questions about their interests and incorporated their adoration of music and visual images into Writing.

Long story short - here are the results made by my focus group from 2018.