Language Conventions & Text Structures: Do it in reading

What:
During a staff meeting, our RTLIT leader mentioned the strategy of teaching & learning about language and text features through reading.  Wonderful strategy and something I was aware of and doing already.  A resource we have in our school is the Short Stories Handy Resource.

So what:
These are great because included with each of the student texts are teacher notes that explain the different language and structural features.  I found these useful because I could identify the language features and discuss these with the group.  I was impressed with level of oral discussion once we started to look deeper into some of the language features.  I discovered that it was useful to discuss individual words and model how to visualise using the different features such as metaphor.
The resource also has a Bloom Taxonomy of student follow up activities.

Now what:  Continue to use these these texts and the teaching pages.

Cause and Effect: what is it

What: a mini lesson on 'Cause and effect' for writing.

So what: I discovered that it was important to use explicit teaching or showing/guided writing/independent writing model to support students to take on new learning.   In preparation explanation writing,   I ran a short cause and effect lesson.  First I told my group what cause and effect was after generating some PK.  I used a variety of simple models so it was clear to my group what I was trying to do.  Then, I used Think-Pair-Share, and students thought a one in pairs.  I gave them sub-coordinating conjunctions to use and a 'cause'.  It was interesting to see that the struggle students had at this first attempt.
After that we shared back and gave each other feedback.  Then I repeated the activity but students had ago on their own.  i noticed their confidence grow as we do this a few more times.  Finally, some students provided their own simple cause and effect sentences.  I found it worthwhile to use simple terms and to use their own topics for the modelling activity as well.

Now what: To try and this structure more often and use simple terms and vocab so students can focus on the skill and not the content.

Practical experiences: Science

What:  In preparation for science fair, we split our class into two groups and completed two different practical experiments to model the scientific process.

So what: Once again, I was impressed by the level of engagement when students were given a practical experience to complete.  I observed student inquiry as they modified the experiment.  For example, student completed a combustion activity to discover what elements are needed for combustion to occur.  Many were aware that oxygen is needed and quickly looked at comparing the rates of how long different candles took to go out.  It was also a good opportunity to make observations of what students saw.  It was interesting to observe that most were simplistic in their descriptions, for example, "its a flame".  However with prompting, were able to look closer at their flames and see the different colours within a flame and the different size and shape of their flames.  The oral discussion was great - students were making predictions, generating their own questions and verbally describing what they saw and thought and applying some reasoning based on evidence, with some support.

Now what: Supporting students to complete the written follow up for the activity.

Tracking student work using TDashboard

Revision History

What: Students readily tell us 'I have done lots of work - see' as they hold  up a book or in some cases a screen with a google doc.  One feature, the most impressive I think, is the ability to look at the revision history of a doc in real time. One studentspersisted that he was working on his doc for the whole session and he did lots.

So what: I used TDashboard to see the revision history of his doc.  Then, together we looked at the revision history.  He could actually see how little he did in the allocated time.  This function gives teachers evidence to 'show' learners their own productivity and to support students to make a goal to improve their work habits.  Which we did.  he was aware that I would check in and 'see; exactly what he was doing.

The marvels of Teacher Dashboard

What: A PD session with Rosemary from Hapara.

So what: I discovered the new features of Dashboard and the integration of workshop - a similar platform for Google classroom.  What was really great was seeing how easy it was to make groups within dashboard to share docs to individual folders.

Now what: to set up groups and to use the groups and smart share function.  I currently share docs to the how class but these group function is great.

The group function in Teacher dashbaord

One to one writing: explicit teaching

What: explanation writing for science fair.  I generated questions for this learner to research and provided him with a small number of videos to watch as I have observed that he is highly interested in watching videos.

So what:  he gained more from watching videos about his topic.  I also found him short articles to read about his topic of fish gills however I observed him rewatching the clips to help him answer his questions.  It was useful for me to give him questions to inquiry as he was challenged to break down the process of how a fish gill works.

Now what: continue to use prompting and explicit teaching of how to find information for how each part works.  I found a explanation rubric that was useful to guide me in what I needed to ensure the learner had in his piece of writing.

Student working doc

Reading with post its

What: Using post it notes in a guided reading session so students can record individual 'student voice' on the spot.

So what:  I realised that during guided reading, some of the akonga struggled to verbalise and keep track of their thinking in response to teacher questions as we read.  In response to this, I gave each akonga a bunch of post it notes to write a short response on.  I discovered that akonga only needed to write enough for one post it - so they saw the question as achievable and could track their own thinking during sharing back.

Now what: Make it a regular practise.  It is also a good way to record student voice for assessment purposes.

Student responses

EOTC: School policies and why they ROCK!!!

What: An EOTC trip for a mass of kids to complete a Fun Mud Run.  An opportunity arose that enabled our akonga to travel about 45 mins south to Raetahi.  Our akonga participated with akonga from our district in the mud run.  On the way to the event, a parent helper driven car had a very minor collision with another car.  Our akonga were very shaken up but with no injuries.

So what: Multi tonal here.  The kids were impressed with the activity however some turned their noses up at the lack of mud.  I observed that students I had previously pinned as 'will win and go hard out' faltered and didn't even try and made a joke of the whole activity nevertheless won the prestige and fan fare of their peers.  BUT, many akonga displayed positive attitudes and did try.  One young man, who was not as fit as others, kept going and finished the whole course.  I discovered that all akonga need opportunities to experience struggle so they can push themselves to succeed.  School policies: I discovered that it is important to have these and to have a clear understanding of the processes that must be followed in the case of a 'near miss' or a 'accident'.  The key point I took from being responsible for an EOTC event, is to know these processes inside out.

Now what:  Next time I am responsible for an EOTC event, make sure I am clear of the processes.  Try and make sure that a variety of experiences - academic and physical are available for all students to experience struggles they can overcome and at times fail so they can have another go.

John Parson: what did our kids say...

What:  Following our staff PD, our class had a 'student' session on cyber safety with John Parson.  After the session, our year 7 & 8 students were given a google form to find out what their 'takeouts' from the session.

So what: we discovered that it was a worthwhile session for our akonga and some of our students were unaware of what they were sharing and who they were connecting with.  I discovered that I need to model and prompt them to think about what they are posting.  It was intersting to hear that a number of our students had social media accounts even though they were underage and some whanau are unaware of their childrens' activity.  Some excepts 'I used to add strangers (to social media accounts) but John told us about about cyber safety and I realised to never add strangers..'  'I think I will be careful ..what picture I upload of myself & ask friends if they mind me uploading their pictures.."

Now what:  To make sure students are aware of their own safety and respect for themselves when participating online for school and home activities.

Screen grabs of parts of our google form ..

John Parson: Digital Citizenship

A sketchnote of the PD session with John Parson.  John completed a session with our staff and then he completed a session with our Year 7 & 8's.