Reading Practice Intensive - Session Two

 Kaupapa and Shared Pedagogy (Valued Reading Outcomes)

Learn Create Share originally grew out of a common literacy practice model in the form of a literacy cycle, and the incorporation of digital technology into their learning practices. Technology was able to hook students who were disengaged with reading in particular by offering a wide range of creative opportunities based on the texts they were reading. Students knew they got to DO something with their learning.

A big part of this is helping students to create “communities of learning” something that was in practice with teachers, but had not yet been considered with students. This took form for Manaiakalani as a podcast called “Korero Pt England” in which students could reflect, and review the texts they had read, and gained a lot of traction, making it into podcast charts (ESOL students listened to it because it was at a level that was appropriate for their level of literacy).

Collecting Assessment Data - Using formative and summative assessments to evaluate our learning practices 

- Tracking our data and goals

- Use the NZC

- Using assessment tools.

Teacher Workbook

We have been given a copy of a spreadsheet in which we can collect, examine, and analyse the data we gather on our children over the years. These assessments for us are the STAR tests, PAT Reading (Scale Scores and Stanines), and Running Records (PM + Probes)

We did a Deep Dive into PAT: Reading Data, and the different reports that this test can provide us.

By examining our class, and analysing the data to identify gaps in their knowledge we can approach the next steps task in order to fill those gaps.

This is a time consuming process, however it is crucial in order to understand the more specific elements of literacy that our students need acceleration in to achieve at or above the national norms.

This teacher workbook functions well as an “one stop shop” for all of our reading practices, from data, to reflection, to planning. I think it will allow a more streamlined approach to planning without having to manage umpteen different sheets, and docs, and to be able to see more clearly what our next steps are when preparing and planning learning.

Learning Intentions and Achievement Objectives

One of the clear outcomes to student success is setting clear learning intentions by which students understand what they are trying to achieve, and what they should be able to achieve by the end of the unit.

Ultimately we would like students to be able to co-construct these Learning Intentions with our students in order for them to be self-evaluative, and assess their own outcomes, and success.

This session has given us a long to think about, as it’s an amalgamation of any different pieces of information, particularly how we can best utilise data to make informed decisions about our practice. Moving forward, I am going to look more closely at the gaps in my students' learning, as opposed to broadly trying to cover as much of the curriculum as possible, instead focusing on deliberate achievement objectives until the success criteria I / we have identified has been accomplished.