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.

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.

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

Digital Modelling books - what are these???

What: Digital modelling books.  I use modelling books with some efficiency - I was actually looking to improve how to use these.  Upon research digital modelling books - I struggled to find much information about these - I discovered this post from a fellow NZ educator.  The post outlined an effective way to use 'real' modelling books.

So what: I looked at how I used modelling books and had a go at setting up my modelling books for my reading group.  I found it was an effective way to record student voice and to generate and gather evidence of learning.

Now what: try to use them consistently.

Class craft - class management

What:  A class room reward system.  Students are given points for meeting expectations.  It was used as a motivation tool to manage and promote positive behaviour.

So what:  Students are more focused on individual points verses group points.  Some students are willing to modify their behaviour for the good of their group however some are solely focused on their own points.  Some students do not have qualms with the whole group getting a consequence.

Using the consequence function was good for some - picking up rubbish or learning a poem.  A positive consequence for their behaviour.


Now what: increase the amount of individual points.  make sure we follow through with consequences.  Great motivator for some students.

Writing: Sentences are?

What: A follow on lesson about what a sentence is.  I was challenged with two authors that needed to use a variety of sentence structures and types in their writing.  How could they use a variety of sentences if they did not know what these were and how to create them?
Below is the observation document.

Term 1 appraisal observation