CoL Teachers collaborative PD

Two heads are better than one...

Every term, twice a term, the CoL teachers and leaders meet to collaborate and professionally develop their thinking around their inquiries in bredth and depth.  Today we worked in our collaborative inquiry groups to assist and aid one another.

 

Focus Question	Look for labels	REBECCA ROWE      http://sfsrebeccarowe.blogspot.co.nz What have you noticed?
Why has the CoL teacher identified this as a problem?	Focussing Inquiry, scan, hypothesise, research, etc	Based on the Manaiakalani research in 2016, Rebecca decided to inquire about the effect of multimodal text on boys reading.
What is their hypothesis for a possible solution?	Focussing Inquiry, hypothesise, hunch, trends, reflect, etc.	The effect of multi-model effects to increase the engagement and progress of boys in READING, Yrs 4-6
What did the teacher do differently?	Teaching Inquiry, innovate, taking action, plan, implement, etc	Different texts Student Voice Incentives
How does this compare and contrast with your Teaching Inquiry?	This would be the NEXT stepping stone from where I am now, so Rebecca's Inquiry provides me with some ideas to pass on to teachers working with similar students who have these needs. Great to see into the future!

Focus Question

Look for labels

REBECCA ROWE      http://sfsrebeccarowe.blogspot.co.nz

What have you noticed?

Why has the CoL teacher identified this as a problem?

Focussing Inquiry, scan, hypothesise, research, etc

Based on the Manaiakalani research in 2016, Rebecca decided to inquire about the effect of multimodal text on boys reading.

What is their hypothesis for a possible solution?

Focussing Inquiry,

hypothesise, hunch, trends, reflect, etc.

The effect of multi-model effects to increase the engagement and progress of boys in READING,

Yrs 4-6

What did the teacher do differently?

Teaching Inquiry, innovate, taking action, plan, implement, etc

• Different texts
• Student Voice
• Incentives

How does this compare and contrast with your Teaching Inquiry?

This would be the NEXT stepping stone from where I am now, so Rebecca's Inquiry provides me with some ideas to pass on to teachers working with similar students who have these needs. Great to see into the future!

We also reflected back that our inquiry was aligned to the prescribed framework ...

At the Manaiakalani Hui we will all share our inquries thus far...

WATCH THIS SPACE

Hope for my Story Sack - The Three Little Pigs

...what I am hoping for is that the children and their whanau would make connections between the world of the official story and its resonance with the discourses of literacy and experiences that are taking place in their own lives.  I am hopeful that my Story Sack may act as a creative activity between all involved to facilitate a method to communicate and develop meanings that arise from the children's constrictions of their life world experiences and the ways that they account for them.   

As Vygotsky argued...

'Thought undergoes many changes as it turns into speech; 

it finds its reality and form'

There is reason to suggest that Story Sacks may provide a means by which differences between home-based and school-based discourses about literacy can be negotiated, re-framed and bridged.

Story Sacks, Children's Narratives and the Social Construction of Reality; Barron & Powell 

!WATCH THIS SPACE!

Whanau Engagement via Story Sacks?

Story Sacks

Literacy Trust UK; Story Sack

When I taught in the U.K (2006-2010) we used story sacks a lot to engage with families where English was not necessarily their first language; I was at the time in a predominately Polish speaking area which was of low socio-economic means.  

The Story Sack concept came about in 1995 by Headteacher (Principal ) Neil Griffths following research in the U.K into early literacy development and parental partnership; the two could be seen to be brought together in the use of ‘story sacks' as a vehicle for developing the literacy skills of both parents and children. The use of story sacks by parents and young children showed that from observing the children and their parents engaging with story sacks, and from interviews with both the children and their parents, that the story sacks were powerful vehicles for allowing children to be involved in adult-supported exploration of language and literacy, whilst allowing them a space in which to voice how they see and understand the world.

Story Sack concept            

A Story Sack is...

a large cloth bag 

containing a favourite children's book 

with supporting materials to stimulate language activities 

and make reading a memorable 

and enjoyable experience for everyone.

............................................................................................................

I wonder if...

I took a "traditional tale" 

and created a Story Sack 

with interactive resources 

if I could 

gain 

greater 

whanau 

engagement...??

The Three Little Pigs Story Sack

Data Analysis...What next?

So    ...having looked at the academic progressions made of the x6 students (3% of the whole school population) who completed the Reading Together programme, specifically in reading and phonics, and then analysing that against their attendance... what next?

S.K moved from Level 1 > Level 3/4, moved from Stage 1 > 1a and had 100% attendance.

(Identified by W2SCH project as < 1st percentile for languageand further referrals required)

F.H moved from Level 1 > Level 3, moved from Stage 1 > 1a and had 100% attendance.

(Identified by W2SCH project as < 1st percentile for language and further referalls required)

A.G moved from Level 1 > Level 3, moved from Stage 1 > 2 and had 83% attendance.

(Identified by W2SCH project as low level expressive language understanding)

N.G moved from Level 1 > Level 3, moved from Stage 1 > 2 and had 83% attendance.

(Identified by W2SCH project as low level expressive language understanding)

J.T moved from Level 1 > Level 6, moved from Stage 1 > 2 and had 89% attendance.

(Diagnosed with complex ADHD...now medicated; further paediatric investigations continue)

T.A moved from Level 9 > Level 17, moved from Stage 2 > 3 and had 92% attendance.

In "teacher-speak"; taking the raw scores of progression in reading and phonics and aligning those with the given attendance rates...

S.K and F.H are currently working at the expected rate of progress.

A.G and N.G are currently working below the expected rate of progress.

J.T and T.A are currently working above the expected rate of progress.

So how can/do I improve the whanau engagement beyond the classroom?

Reading Together - Data Analysis

Reading Together...whanau engagment; tracking.

Despite only having 6 tamariki graduate the Reading Together course, all were very ENTHUSIASTIC about the programme and at the graduation celebration they had colluded together to ask for another revised version later in the year...we agreed on Term 3.

Prior to the programme, (Beginning of Term 1 2017), a base-line reading and phonics level Yolanda Soryl was taken...

S. K (DOB 9.12.2011)     Level 1     Phonics Stage (Y.S) 0   (4 wks at Sch)

F.H  (DOB 25.1.2012)     Level 1     Phonics Stage (Y.S) 0   (4 wks at Sch)

A.G  (DOB 7.11.2011)    Level 1     Phonics Stage (Y.S) 1    (9 wks at Sch)

N.G  (DOB 7.11.2011)   Level 1      Phonics Stage (Y.S) 1    (9 wks at Sch)

J.T   (DOB 15.7.2011)   Level 1       Phonics Stage (Y.S) 2    (24 wks at Sch)

T.A  (DOB 15.4.2011)   Level 9       Phonics Stage (Y.S) 2    (36 wks at Sch)

Post programme (End of Term 1)
S. K     Level 1     Phonics Stage (Y.S) 1     (100% attendance at school)

F.H      Level 1     Phonics Stage (Y.S) 1     (100% attendance at school)

A.G     Level 2     Phonics Stage (Y.S) 2     (88% attendance at school)

N.G     Level 2      Phonics Stage (Y.S) 2    (86% attendance at school) 

J.T       Level 3      Phonics Stage (Y.S) 2     (84% attendance at school)

T.A     Level 13     Phonics Stage (Y.S) 3     (90% attendance at school) 

                                                                                                                        Presently (End of Term 2)

S. K     Level 3/4     Phonics Stage (Y.S) 1a   (100% attendance at school)

F.H      Level 3     Phonics Stage (Y.S) 1a   (100% attendance at school)

A.G     Level 3     Phonics Stage (Y.S) 2       (78% attendance at school)

N.G     Level 3     Phonics Stage (Y.S) 2       (79% attendance at school)

J.T       Level 6       Phonics Stage (Y.S) 2     (94% attendance at school)

T.A     Level 17     Phonics Stage (Y.S) 3       (93% attendance at school)

Reading Together...whanau engagement.

Manaiakalani Achievement Challenge 3

 Lift the achievement in Reading for all students, 

with a particular focus on boys and Māori students 

(both genders) years 1-13

Hypothesise... 

Does the involvement of whanau under instruction of up to date pedagogical, 
with empathy to the local socio-economic demographics,  
improve and/or accelerate reading progress within 
Years 0, 1, 2 and 3 over a measured period of time?

In alignment with the Glen Innes School Goals for 2017, specifically in the context of Reading, the goal of my inquiry is to... 

analyse the effectiveness the involvement which whanau have 

via the Reading Together programme (T1 2017) 

and the progress and acceleration made thereafter 

of the tamariki who completed the course 

in years 0, 1, 2 and 3 throughout 2017 and 2018.

..................................................................................................................................

Of the 35 invitations which were sent out after numerous discussions with the class-teachers of rooms 1 (C.R), 2 (P.W) and 3 (S.G) (Years 0/1/2) analysis of 2016 reading data and in collaboration with the Reading Recovery teacher (N.M), 17 care-givers attended the initial Reading Together workshop on 22nd February at 3.15 pm; 60%.   Child-care was provided free of charge by teachers in a separate classroom, with a variety of activities and afternoon tea for all children who needed to be accommodated and their siblings regardless of age.

We (P.W) as facilitators had already asked for an indication as to the time commitment (number of weeks + duration of workshop) available from whanau and care-givers we had seen before/after school when they had collected their tamariki in the previous 14 school days since the new academic year had begun.   Majority consensus was of only 3-4 weeks commitment in total with a workshop duration of approx 1 - 1.5 hours each session.  I then planned an adaptation of the original programme over 3 consecutive weeks to be delivered after school to suit our demographics, and address the identified needs within the 3 classrooms targeted at Glen Innes School.  We concluded the programme with a "celebration graduation" at the local library with the 6 children and their caregivers who had completed the entire course; 29% of the original attendees, 14% of those invited. 

N.B   If the percentage of those who completed the "Reading Together" programme was a comparative reflection of the total Glen Innes School roll (222 11/7/17), then 31 tamariki would have graduated alongside their caregiver/whanau.

Twins A.G & N.G graduating with Mum

J.T graduating with Mum

S.K graduating with Mum

F.H graduating with Dad

T.A graduating with Nana

Life gets in the way sometimes...but behind the scenes I've still been inquiring!

Life gets in the way sometimes even if you book "time-out" with the best of intentions to update your inquiry       

                          ...and then work gets in the way, and then life and the teenager collide because "You just don't understand", and then work, and then rugby practice three time a week and a game EVERY Saturday, and then there's just not enough hours in the day but just as a teacher I need to remember that the parents of my children vary in their circumstances and their homes...COL teachers vary in their temperaments, and their skills, and they don’t all leave school to go home to identical homes with balanced work-loads and referrals that write themselves. 

I started on my inquiry

but my font was small and pink.

My cats ate my research.

My PC’s on the blink.

I accidentally dropped it

in the soup that I was cooking.

My Monster flushed it down the toilet

when I wasn’t looking.

My Teenager ran my homework

through the washer and the dryer.

An airplane crashed into our house.

My inquiry caught on fire.

Tornadoes blew my notes away.

Volcanoes struck our town.

My notes were taken hostage

by an MOE clown.

Some B.T's abducted me.

I had a registration attack.

An R.T.L.B swiped my inquiry

and refused to give it back.

You've worked on these excuses

so darned long Jono said,

“I think you’ll find it’s easier

to do the work instead.”

                                                                    adapted from Kenn Nesbitt "All my great excuses"