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Sunday, 31 March 2019

Teaching Inquiry using Data

March 2019 PAT Comprehension Stanine Distribution for Priority Group (8 Boys)

How have my priority group performed in the first Reading comprehension PAT?
12.5 % achieved above curriculum level
25% achieved at curriculum level
62.6 % achieved below curriculum level, achieving stanine 2,3 and 4

My task now was to find ways  to address the high percentage in the below category and see how we could together turn those results around , so that whatever positive comes from this area of learning can have a positive effect on their writing.



The PAT Vocabulary data showed that:

25 % of the priority group attained statine 5, but 75 % of them failed .(Attaining stanine 4)
It was encouraging to note that none of those who failed, had attained below stanine 4.



Saturday, 23 March 2019

HOW DID I USE DATA TO INFORM MY TEACHING ?


Once the PAT results ( Reading comprehension and Vocabulary were available, I shared them with my students, and they had to enter their test score, stanine, and tick the appropriate boxes in a Google drawing to show how they are achieving. I felt this was a great way for students to understand where they are at present with their achievement, as it prepares them for what's next in their learning.  All students could say whether they were achieving at their curriculum level, above or below. Knowing their results were important to students, as it was a kind of reality check. Students who were achieving at and above their curriculum level felt really proud of their achievements, and they were giving thought to what's next in their learning. As much as it was disappointing for those students who were achieving below their curriculum level, it was important that they thought really hard about setting learning goals that will help them make accelerated progress.

🖕click here for links to my Google drawing, should you wish to adapt and use it.


Wednesday, 20 March 2019

Data gathering:
I have looked at the most recent data for PAT vocabulary, reading comprehension, and maths as well as eAsttle Writing.

2019-Inquiry
Focus group- Writing


2019-Inquiry
Focus group- Writing

2019-Inquiry
Focus group- Writing
Student(Boys)
PAT- Vocab- stanine
Comprehension-
stanine
Math-stanine
eAsttle Writing
BA (CI) Y6
4
3
4
2b
J L( S) Y6
5
3
5
2a
HP(S) Y6
4
4
4
2b
PT(T)Y6
4
5
4
2a
CC(M) Y5
5
3
7
2b
J.J(CI)Y5
4
2
3
1b
JP( S) Y5
4
3
2
1a
JT(M)Y5
4
2
3
1p

All 8 boys have not achieved  at curriculum level 3 where they should be achieving in Writing.
5 of them are below, while 3 are well below.
Comparing the writing data with the vocab and comprehension, I see that all these students are underachieving in vocab, reading comprehension and even maths.

My focus is to see if boys are allowed an input into choosing the writing topic and purpose, and given the appropriate scaffolding from vocabulary to sentence structure, they will show greater achievement levels in writing.

I considered student voice, thinking that this is so important in the whole equation.  Students were willing to talk about why they struggled with writing as compared to other learning areas.
I have recorded these student voices and hope to upload them soon.



Saturday, 9 March 2019

What is happening for students in your classroom?

I am in the midst of SCANNING my students to find out their strengths and area of need. I have begun to gather achievement data from previous years, as well as the most current data from PAT.
I have been spending some quality time chatting with the boys in my inquiry group about what encourages them to write and why other subjects may seem preferable for them over writing. I feel that this part of my inquiry is extremely important as it will help shape my inquiry, so that I can get the desired outcomes for my students.

Knowing the challenges my students face, will help me address them better, and fill the gaps that are required for success.

Thursday, 7 February 2019

My COL Challenge



Room 11 boys getting inspired to improve their writing skills
I am pleased to be awarded the job as COL in school support person. My challenge is to lift the achievement of boys' writing Y1-10. I am really excited to be able to work alongside a great team to bounce off ideas from each other with the aim of helping boys become competent writers. I am looking forward to the challenge of sharing my success and shortcomings through more frequent blogging.


Saturday, 27 October 2018

Motivating Reluctant Writers




Image result for teacher inquiry new zealand



 My 2018 Teacher Inquiry  on Motivating Reluctant Writers brings accelerated progress.

Amplify rather than simplify



If we are to get our English second language students to acquire good English, we need to amplify the language rather than simplify it.
Oral language is the key to this process where students are exposed to  high quality texts and  through a process of working with those in the form of close activities, picture -word matching, split sentences and matching activities as well as a host of other activities, they actually start owning the language. Repetition is the key, as a once off lesson will not achieve the desired outcome.  Its rewarding to read students' efforts and you see that they have acquired new vocabulary as well as the ability to write high quality texts just because they have been exposed to it and repetition has made it possible for them to remember it.