Through the process of our syndicate inquiry, I am able to show a number of the teaching standards.
The above link goes to our inquiry folder which contains the inquiry process, meetings with our PLD provider, Core Ed, links to resources that can be used and student voice obtained by the process of a google questionnaire.
The decision to base inquiry around literacy this year (specifically writing), was a school and board directive, as it is an over all concern and focus. To begin the process a google form was sent to all students in Mahi Tahi, asking them a series of questions about literacy (see above link to writing questionnaire). This was to give them some voice, and also to allow us to see if their were any commonalities and to give us a point of reference to start from. The outcome of this process lead us to believe that students mostly found writing either difficult to do, or were bored. Most students indicated that they enjoyed free writing/writing about a subject of their choice, or writing about non-fiction subjects of interest.
From there, and with the ongoing guidance, and communication from Ngaire at Core Ed, we choose our target/focus students that we would be monitoring (see internal evaluation pg3).
Once target students were identified we were able to talk, research and discuss what needed to be focused on, and how we were going to go about it. Through different school wide PLD we explored the use of story telling, group teaching of specific skills, and teaching as whole class-with break away moments for those more competent. The last element has allowed students who are unsure or who need extra scaffolding to gain that extra attention they need while not holding the more capable students back.
Each lesson begins as whole class on the mat discussing the work and expectation, with some light scaffolding and discussion. This is followed by the first break away, the remaining students receive more scaffolding and discussion before they also break away. They students remaining at this point are generally high need and not capable of completing the work without step by step guidance and scaffolding. In the next few weeks we will be gathering evidence from students books to see how they are progressing with their writing and what adjustments we might need to make.
The above link goes to our inquiry folder which contains the inquiry process, meetings with our PLD provider, Core Ed, links to resources that can be used and student voice obtained by the process of a google questionnaire.
The decision to base inquiry around literacy this year (specifically writing), was a school and board directive, as it is an over all concern and focus. To begin the process a google form was sent to all students in Mahi Tahi, asking them a series of questions about literacy (see above link to writing questionnaire). This was to give them some voice, and also to allow us to see if their were any commonalities and to give us a point of reference to start from. The outcome of this process lead us to believe that students mostly found writing either difficult to do, or were bored. Most students indicated that they enjoyed free writing/writing about a subject of their choice, or writing about non-fiction subjects of interest.
From there, and with the ongoing guidance, and communication from Ngaire at Core Ed, we choose our target/focus students that we would be monitoring (see internal evaluation pg3).
Once target students were identified we were able to talk, research and discuss what needed to be focused on, and how we were going to go about it. Through different school wide PLD we explored the use of story telling, group teaching of specific skills, and teaching as whole class-with break away moments for those more competent. The last element has allowed students who are unsure or who need extra scaffolding to gain that extra attention they need while not holding the more capable students back.
Each lesson begins as whole class on the mat discussing the work and expectation, with some light scaffolding and discussion. This is followed by the first break away, the remaining students receive more scaffolding and discussion before they also break away. They students remaining at this point are generally high need and not capable of completing the work without step by step guidance and scaffolding. In the next few weeks we will be gathering evidence from students books to see how they are progressing with their writing and what adjustments we might need to make.
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