Developing a PRT site

Today, we had the opportunity to continue working on our PRT sites. Collecting evidence of the practising teacher criteria is a requirement of becoming fully registered. I had already started gathering evidence of my practice, however I had only been storing artefacts on my site as links. I had spent time ensuring the information was there, rather than the aesthetics of the site. Therefore, time was spent making the pages easier to navigate, through use of buttons, in order for the audience to comfortably look through my site. My site is now starting to take shape and becoming more personalised to me. Here is a screenshot of the home page of my site so far:

Throughout the day, it became evident just how much we have learned this year and how many artefacts we have created which support our growth in the Practising Teacher Criteria. My next step is to continue adding more artefacts for this year, as well as embedding artefacts/ docs where possible, rather than just adding links.

Inquiry reflection: Week 3, Term 4

At our inquiry collaborative meeting for the beginning of term 4, we shared advice and ideas which we have learned throughout our inquiries this year.

Here are some of the discussion points that stood out for me:

• We need to be making exciting learning experiences which engage students. How do we create something purposeful for our term theme?
• For some students, we need to be extending them in reading using novels. However, how do we keep them engaged in the novel? We discussed student agency and choice. We thought about those students who are are beyond their current age for reading, however are not engaged or don't see the purpose in reading. We also thought about how these students need choice to read what they want. We need to be finding something which hooks them.
• How do we get students reading independently for information? We need to be creating and using learning experiences with our students, such as quizzes, which require students to have read texts to complete the task.
• Our learners need to have purpose. That is, they need to know why they are needing to learn something.
• How do we get learners past where we are aiming? Often, we make progress with students (e.g understanding phonetics for beginnings of words) but then are challenged to create further progression. How do we get students past this barrier to keep them moving forward?

Created on www.wordclouds.com/

Reflecting on my Inquiry: Week 9, Term 3

In term 3, I was able to observe students engaging with digital hooks for reading while exploring their effects on learning in more detail. Testing more students resulted in more questions than answers, as there was not a clear connection found between use of digital hooks and levels of inference and applied knowledge. I should have had students complete the same reading test before and after time spent interacting with the digital hooks, regardless of their reading level. Instead, I tested students at their current reading age, which in many cases had changed since we had regularly begun using digital hooks. 

I have been reflecting on the direction my inquiry should go next. This has involved a lot of questioning and being critical of my practice. It has been clear to see that implementation of digital hooks has helped in engaging students in the topic of their reading, however it has also made me question how, when, and how often I use them. 

Reflecting on my Inquiry: Week four, Term three

I have reached a point in my inquiry where I am having to ask myself the following questions:

• What is working/ what is not working?
• Where to next? 

The slides below summarise where I am at in my teaching inquiry to date.

End of term 2 Inquiry reflection

I have had a light bulb moment with my inquiry and feel like I have found a clear path to follow! It sounds simple and straight-forward, but I have realised that learners are more likely to take part in discussions if they are engaged in learning! As a result of this realisation, I have stopped using a tool which was not having an effect I had hoped for. I was not prepared to continue using a tool which was not helping the learners. 

The tool (a site) provided links to a number of prompts which learners could use to confidently take part in online discussions. Each of the orange buttons took learners to a number of sentence starters.

Through the site, learners could link to a google forum which started with a question to discuss around the reading(s). When learners did not actively take part or show motivation to take part in the discussion, I realised the tool was not what was required. In fact, observations and discussions with learners, showed me that I could do much more to engage learners in reading! So...what can I do to engage my learners more in reading? 

End of Term 1 reflection: Inquiry

My inquiry is about using formative data to determine next steps to focus on in dialogic discussions during guided reading.

During term 1, I found that I need to continue developing learners' abilities to think critically and deeply about texts. I also need to continue developing learners ability to recognise and make sense of specialised vocabulary.

Inquiry into formative practice in reading.

In reading, I have noticed how some learners do not take part in discussions during guided reading. I feel that dialogic discussions are so important in reading, as it reflects the learners' understanding of a text and their skills in using the key competences of the New Zealand curriculum:

Think

Using language/symbols/texts

Managing self

Relating to others and Participating/Contributing

The observation around dialogic discussion was made at the start of the year. It made me wonder why some of our learners do not contribute/ participate in these discussions. 

Some of my first thoughts:

• Learners' require more confidence so they feel their ideas are going to be listened to and valued.
• Unfamiliar - new class/ new teachers.
• My teaching - what do I need to do to ensure my learners are engaged?

This has led to my inquiry focus: use formative data to determine next steps to focus on in dialogic discussions during guided reading.

To do this, my first step is to test a focus group of learners, using Probe. This focus group is one which is showing the characteristics which I have observed in terms of dialogic discussion in reading, and which will hopefully demonstrate whether my inquiry into my teaching is having an effect on their learning. As Probe breaks down reading comprehension into different areas, I hope I will gain some insight into the area(s) which learners are having particular difficulty with, so I can therefore have this as a focus for group discussions around texts.