COL - Teaching Chunks Of Words

Articles, determiners and quantifies precede and modify nouns and pronouns replace nouns.  These are often used incorrectly or omitted in my Student's oral language which of course is then reflected in their writing.

What have I learned from the Pacific Early Literacy Project (PELP) and My Work With Dr Jannie Van Hees regarding the use of structural words?

• Instead of teaching bilingual learners individual words, teach words in meaningful chunks by teaching the words within the other words surrounding it. Bilingual students may understand lexical words but don't know the structural words that go with them such as pronouns and articles. Therefore, build these structural words into oracy programmes. Instead of using nouns in mind maps and think pair share activities build both the nouns and the articles that proceed them. Display the words within meaningful chunks for students to see and revisit.
• Insisting students use correct sentences through listening, thinking about what they are going to say, copying and repeating is a way of practising using the structural words surrounding new vocabulary e.g. say and do- "I am placing the tuatara on top of the log." "I am tieing an apron around his waist." 

What am I doing differently in my practice?

• I'm insisting on the correct use of pronouns and articles, I am doing this through modelling and gifting correct use and I give them multiple opportunities to practice. This can be done through hands-on 'say and do' activities like exploring floating and sinking I am picking up the stick and placing it on top of the water."  or "These objects float and those objects sink.
• Using mind maps that include the pronouns and articles that go with nouns.

How is it going?

It sure isn't easy for the students to use these words and this can seem laborious, but students amaze me with their perseverance working hard at correct speech. We talk a lot about how talking and listening are helping our brains grow.  One thing that I have noticed is the children finding it difficult to calm their bodies and minds down so that they are able to listen to others talking including me modelling the correct speech.  

What am I noticing?

The four students I'm tracking are all using correct sentence structure after repeating these correct structures a few times. They are using words such as they, that, these more often and when asked to think about what they are going to say are able to use a greater amount of words. However, they still all revert to short word-groups or one or two-word responses when they are talking naturally. I feel that significant changes to their everyday speech patterns may take time and that the hard work students are putting into their speech in the above learning situations will eventually transfer into their day to day speech. The challenge of students gaining the self-regulation needed to calm themselves down enough to listen during oral language work is something I need to look into further as I feel that this is a barrier at the moment.

Teaching chunks of words PELP

Articles and pronouns are used to describe nouns and have a variety of formats. Correct use is important in writing.  Articles and pronouns are often used incorrectly or amitted in our student's oral language which of course is then reflected in their writing.

What have I learned from the Pacific Early Literacy Project and My Work With Dr Jannie Van Hees regarding the use of structural words?

• Instead of teaching bilingual learners individual words, teach words in meaningful chunks by teaching the words within the other words surrounding it. Bilingual students may understand lexical words but don't know the structural words that go with them such as pronouns and articles. Therefore, build these structural words into oracy programmes. Instead of using nouns in mind maps and think pair share activities build both the nouns and the articles that proceed them. Display the words within meaningful chunks for students to see and revisit.
• Insisting students use correct sentences through listening, thinking about what they are going to say, copying and repeating is a way of practising using the structural words surrounding new vocabulary e.g. say and do- "I am placing the tuatara on top of the log." "I am tieing the apron around his waist." 

What am I doing differently in my practice?

• I'm insisting on the correct use of pronouns and articles, I am doing this through modelling and gifting correct use and I give them multiple opportunities to practice. This can be done through hands-on 'say and do' activities like exploring floating and sinking I am picking up the stick and placing it on top of the water."  or "These objects float and these objects sink.
• Using mind maps that include the pronouns and articles that go with nouns.

How is it going?

It sure isn't easy for the students to use these words and this can seem laborious, but students amaze me with their perseverance working hard at correct speech. We talk a lot about how talking and listening are helping our brains grow.  One thing that I have noticed is the children finding it difficult to calm their bodies and minds down so that they are able to listen to others talking including me modelling the correct speech.  

What am I noticing?

The four students I'm tracking are all using correct sentence structure after repeating these correct structures a few times. They are using words such as they, that, these more often and when asked to think about what they are going to say are able to use a greater amount of words. However, they still all revert to short word-groups or one or two-word responses when they are talking naturally. I feel that significant changes to their everyday speech patterns may take time and that the hard work students are putting into their speech in the above learning situations will transfer into their day to day speech. 

COL- Teaching as Inquiry New Learning From Jannie Van Hees

Hypothesis 2: Developing oral language through short high-interest topics and real-life experiences, with a focus on intensive oral language acquisition, will create an environment of language in abundance.

Our Junior Team has been fortunate enough to enlist the help of Dr Jannie van Hees to help us develop an effective intensive oral language programme throughout our Junior School. 

Our Goal: For our children to have a large vocabulary and to be able to express their ideas in detail fluently.

Jannie has delivered both an initial theory session and workshop to train teachers and teacher-aides to conduct a hands-on language experience session which will become the basis for a three-day oral language intensive programme. The programme is designed to be used in small groups of 6-8 children.

Key Points from Dr Jannie van Hees Sessions which we will implement within our oral language programme:

• Tell the children why we are doing this and what it's about. Create a culture of talking in the classroom so that children understand that in our classroom we use lots of words.

Example:

“Our brain needs to be used, your voice and brain need to talk with each other - In our safe place, we push ourselves to talk because talking is your job. We need to push ourselves to use our brain and talk and to value that of others." -Jannie

"You have a clever brain. You need to think and think but there is something else you need to do and that's talking." - Jannie

• Give the meaning of new vocabulary.

Example:

"You are gardeners. Gardeners are people that grow and care for plants."

• Repetition! Students repeat new phrases and vocabulary multiple times over multiple days. This is the uptake. They need to hear it multiple times and use it multiple times for uptake to happen. Students are doing something with the new vocabulary pushing them to extend their language. Repetition and recycling of new words and phrases pushing them to the edge using complex language that they don't hear at home.

• Do it and say it. Children use new phrases and language in a hands-on context. Foster and encourage self-talk. Self-talk is a safe place to try out the language.

Example: 

The children put on each other's gardening aprons to get ready to do gardening explaining what they are doing as they are doing it. The teacher models "Here is your apron. I'm going to put it over your head. I'm going to flatten out the front and tie it at the back" The children then copy the teacher 'doing it and say it' to their partner. The teacher insists that they talk as they do it.

• Insist on connected speech. Many of our students don't use connected speech. They don't have the word groups (also illustrated through our work with PELP), students are used to using cryptic talk. Supporting them to use connected speech through gifting, modelling then insisting they use complete sentences is really important. They are used to using a few words then letting us complete their sentence. If we don't insist on them using connected speech they will continue to get away with broken speech patterns. This may feel extremely uncomfortable for the student and the teacher as it doesn't feel natural. 

Example: 

Teacher models: We need the...(bean seed)...to put in the ...(soil)...so the seed can grow into a ...(little bean plant).

Students: Each student has a turn in saying the sentence. They repeat it with help until they are able to say it fluently.

• No questions from the teacher, no hands up. 

Example: 

Students choose equipment to use for planting seeds.

Teacher: "We are all going to pick something and say what it is and say why it is important."

Teacher models: "I'm going to pick a pair of scissors because we may need to cut something."

"We are going to give it a go and if you don't have the words we will help each other."

"Ben you go first."

How and why will this changed practice impact the specific learning outcome?

It is believed that this intervention will give our students the vocabulary and sentence structures that will allow them to express their ideas in detail fluently. We hope that this will transfer into reading and written language.  

What is different from what we were doing before?

Personally, although I have always tried to explain the meaning of new vocabulary and given them hands-on activities to connect new language to, I have not insisted on them using connected speech. I have modelled how complete sentences would sound but not insisted that they repeat it back or use it multiple times. As a teacher you are always in a rush to move on, slowing it down and taking the time to get students to talk in complex sentences is going to mean letting go of the rushing. Finishing students sentences or accepting broken speech is also something I need to let go of and accept that it is going to feel uncomfortable 'discomforting' the students through pushing them to extend their language instead of jumping in to save them. 

Tasks are going to have to be thought out ahead of time and well planned. Instead of giving children a hands-on activity to explore away from the teacher, with the notion that students will share their ideas, knowledge and vocab with each other, activities will need to be done with a teacher and expected vocabulary and prepositional noun groups will have to be anticipated, planned for and modelled. This is far more teacher-directed than the 'play-based learning' approach I have used in the passed.

How will we monitor the effects of our changed practice?

Each teacher will take notes anecdotally on the oral language uptake of their students. The combi list and ELLP forms will be a way of recording progress made by students and teachers will reflect on their own teaching of this programme in terms of what is working and what needs tweaking. These aspects will be shared at team meetings.

PELP - Retelling the story in my first language

The book 'Locked Out' was a guided reading book the students had been working with previous to this lesson. The students were very familiar with the story. As this book was one of the titles available as dual language copies I thought it was the perfect opportunity to have a play and explore using the dual language books with my students. The group of students I was working with were Tongan Samoan and Maori.

Day 1- The students were shown the Samoan, Tongan and English books and were asked what do you notice about the books. Is there anything different about them? Is there anything the same?
Students explored the books and after I read the title of each book to them they discovered that they were in different languages.
Students were each given a book in their first language and asked in small groups to retell (talk about what happens in the book) the story in language using the pictures.

Each group naturally started talking in their first language with parts of their dialogue in English the English parts being well-known phrases from knowing the English text. The older students naturally took the lead within the group (I teach a Year 1-3 class).

Day 2- We listened to the audio in Tongan and stopped it every now and then to talk about the story. The students told me what some of the words and phrases meant and I repeated them.

This was a beautiful session. All the students were engaged in listening to the text and were excited to be my teacher and correct my pronunciation. 

Day 3- The students listened/read along to the audio version of the story accessed through our class site as an independent reading activity. Then as a follow-up activity, they were given a sequence of pictures, and text, from the book that they had to put together and sequence.

Even though the students couldn't read the text in their first language they were looking carefully at the print to match it to the picture. The discussions they had around the retelling and sequencing of the story was brilliant and most of it done in their first language. They worked in groups with students with the same first language. I added that it was a competition to see who could get it correct which took it to another level of excitement.

Day 4- This book is now going home along with a set of pictures and matching text and a note to parents with ideas on how to use the book at home.

I'm excited to hear feedback from the parents.
My Maori students decided it wasn't fair that there was no book in Te Reo so connected with some of our older students to write their own Te Reo version using explain everything.

Getting Started With PELP

Excited to get started working multilingually with our students.
This week's reading site for our learners to explore during reading independent activities or at home with Whānau.
Our site will be able to be shared with families at our fono this week.

CoL Teaching As Inquiry; The importance of a shared vision focusing on change

Hypothesis 1: A collaborative inquiry across the junior school (Years 1-3) will grow professional capital across the school. The shared inquiry will allow all students across the junior school to benefit from the effectiveness of changed practice and allow teachers to learn from and with each other. It will hopefully also enable an effective changed practice to become sustainable.

The importance of a shared vision focusing on change

One of my first questions is how do I get our Junior team to paddle this waka with me so that all our students benefit from changed practice, change is sustainable and effective practice is shared?

Teachers need a desire to change their practice (Hargreaves, 1994), desire being "the basis of creativity, change, commitment and engagement (Hargreaves, 1994, p12)". A desire to change connects teachers to their practice. This desire drives 'exceptional and creative teachers' towards excellence in their practice and strong relationships with students. Pink (2009) talks about being able to see the purpose underpinning the learning and giving value to it in order to surpass the bare minimum of what is required. Hattie (2012) acknowledges that expert teachers are passionately engaged in teaching and learning, both inspired by student learning and inspiring students to learn. Teachers need to be intrinsically motivated through autonomy, mastery and purpose to change their pedagogical ideas.

In order for cohesive change to occur all participants, including families and students, need to be connected and committed to a shared moral purpose. Teachers need to align their beliefs with a shared vision, building capacity through working together in a purposeful doing, within a supportive change climate. (Fullan & Quinn, 2016).

Therefore, teachers need to understand the need to change. Assessment information highlights this need along with the data gathered from Welcome To School: A Study of Conditions of Disadvantage on Entry to School in the Manaiakalani Kahui Ako (2017). It is important that we look at this data together during the 'Learn Stage' of the inquiry to understand the status quo and to release the need to change our practice to accelerate student learning. 

Teachers need to see and value the purpose underpinning the learning in order to be intrinsically motivated to change their pedagogical practice. The 'Why' behind the change becomes incredibly important. Teachers need to understand and value the theory and 'why' behind pedagogical interventions to see the purpose underpinning the learning. If this doesn't happen will teachers being intrinsically motivated to change their practice? 

For the cohesive change to occur we need to be paddling the same waka. Successfully conducting a collaborate inquiry will mean aligning our beliefs with a shared vision, having a shared understanding of pedagogical interventions and working together in purposeful doing supporting each other along the way. 

CoL Teaching As Inquiry; Student Voice- Pre Intervention

Student Voice

This is the student voice collected from Year 1 students within my Target Group (Maori Pasifika Boys). Student 1 (S1) and Student 2 (S2) are Tongan, Student 3 (S3) is Samoan, Student 4 (S4) is Cook Island Maori/Maori.
Initially, I was going to use survey monkey to create a survey for students to answer, however, due to the fact that students have low oral language and can read yet I opted for students to answer questions through an informal discussion with a teacher.

I am good at reading/ writing - yes/sometimes/no?
S3- ”Sometimes I don’t do well because I'm tired.”
S1-” I’m good I write on the word.”
S4 - "I write my sister’s names.”
S1- “I can write it good, my pirate one. I could write so many words.”
S4- “I need the word card.”

When I can't do something it is easy to ask my teacher for help- yes/sometimes/no?
S1- “Ask 3 people before the teacher, ask your friend then you go ask the teacher.”
“Ask your friend (repeated by all 4)”

My teacher listens to my ideas - yes/sometimes/no?
S2- “Everyone always talking, she picks the people who are listening, who get to talking.”

Do you like talking about your ideas? Why or Why not?
S1-” Yes so you can get smarter.”
S3- “You know what the answer is and you put your hand up.”
S4- “I sit quietly because I want to listen.”
S2- “I want to sit nicely at mat time.”S1j- “I like reading so I can learn.”
S4- “I like reading cause it's my favourite.”

What makes learning hard/ easy at school?
S1- “People block. (Hard)”
S2- “I like writing the ABC.”
S3- “Maths and learning.”
S4- “Writing on ABC card.”
S1- “Word work games so I can learn my words.”

What makes learning hard/ easy at home?

S2- “I practice my word, I practice my sounds on my iPad.”
S4- “I write on my iPad.”
S3- “I use my letter card at home.”
S1- “I read my book.”

Do you feel okay to talk in your own language at school? Why or why not?

S2- “No I want to practice my language at home, I have to learn it from my mum. It is hard to write in Tongan. I would like to talk more in Tongan at school.”
S1-"No because people are Maori. People keep saying Maori to me.”
S3- “I speak Samoan with my friends.”

What do you want your teachers to know about you and how you learn best?
S2- “Tell my teacher about at writing, about pirates”
S4- “I like maths, soccer, cooking.”
S3- "Bikes”
S1- "I like to cut coconuts.”

First Thoughts After Listening To Student Voice

All the students say they help each other with their learning. They mentioned ‘See 3 before me’ which is a management strategy I use while taking guided reading groups. This could mean that they feel unable to ask the teacher for help which means I need to ensure there are opportunities for students to approach me for the help they need, or it could also mean that getting help from their peers helps them with their learning. If the later is the case ensuring that there is always opportunities for students to work together and talk about their learning is important. Also to me, Tuakana Teina and creating opportunities for students to learn from and with their peers within a shared learning space is important.

Students are aware of classroom resources that help them with their learning e.g. word cards, word work games.

I thought it was interesting that mat time was mentioned as a time when you sit and listen. Put your hand up if you know the answer and that people talk and the teacher picks people that are listening. How could mat time become a powerful opportunity for open conversations to take place? What culture needs to be built so ‘teacher talks and asks questions and students listen and answer with a hand up’ is replaced with student talk in abundance.

It is easy to assume that students do most of their learning at school, however, I was surprised by the clarity in which the students could talk about the learning they did at home and how this learning happens. All the students talked about how they learn literacy at home. This instantly made me consider the powerful influence strong home/school partnerships could have on student learning and the amazing possibilities that could happen if we share more openly with whanau, share resources and work together.

CoL Teaching as Inquiry- Testing Each Hypothesis and the Evidence That Will Support It

Developing Inquiry Hypotheses

The hypotheses were formed through a process of exploring possibilities into why the data looks as it does and possible changes of practice that could take place. Below I discuss the reading, discussions and learning opportunities that lead to the development of hypotheses.

Hypothesis 1: A collaborative inquiry across the junior school (Years 1-3) will grow professional capital across the school. The shared inquiry will allow all students across the junior school to benefit from the effectiveness of changed practice and allow teachers to learn from and with each other. It will hopefully also enable an effective changed practice to become sustainable.

Collective capacity building to develop a common knowledge and skill base across the learning community is a powerful learning opportunity. Social capital, the quality of the group is more powerful than human capital, the qualifications of individuals (Hargreaves & Fullan, 2012; Fullan & Quinn, 2016). This approach to professional development replaces fragmented traditional professional development programmes, workshops or presentations that aim to fix the individual. As collective capacity builds, it increases momentum involving more people and reinforces the strategy for change towards a collective purpose. However, it is important to be aware that a supportive climate is needed to ensure teachers feel safe to take risks and build capacity through learning from each other (Fullan & Quinn, 2016). As Hargreaves (1994) points out, in a collaborative culture teacher’s values and purposes, failures and doubts are shared, discussed and disagreed over. This exposure of vulnerabilities should take place in a supportive environment.

Hypothesis 2: Developing oral language through short high-interest topics and real-life experiences, with a focus on intensive oral language acquisition, will create an environment of language in abundance. 

In order to find an appropriate tool to measure oral assessment, I sought out the help and expertise of Dr Jannie Van Hees. Jannie came and talked to the team about the use of the combilist and value of creating an intensive oral language literacy programme that focused around high-interest topics and experiences.

Hypothesis 3: Utilising the student's strengths in their first language, working in bilingual and multilingual ways, creating Talanoa, and working in partnership with families will help build students English language and literacy.

PELP focuses on working in partnership with Pasifika families, building on the strengths of the students first language, culture and identity through bilingual and multilingual teaching practices and the use of bilingual resources. Having the opportunity for our teachers to learn through participating in this project will embed cultural responsiveness within the inquiry.

CoL Teaching as Inquiry: Tools, Measures and Approaches To Gain An Accurate Profile Of My Students Learning

To gain a more detailed and accurate profile of my our student's learning in relation to Learning Challenge 2; Lifting the achievement for boys' writing Years 1-10, I am using a range of tools, measures and approaches.


The Combilist- Dr Jannie Van Hees (2013)

For students entering school oral language is measured using JOST, in which our school data shows our students entering school with low levels of oral language. However, I wanted to a tool to delve deeper into the specifics of oral language development of students in Year 1-3, and that could also measure progress in the development of oral language to support my inquiry. The Combilist (2013) developed and used by Dr Jannie Van Hees measures significant factors involved in language development.

These include:

• Willingness to communicate
• Communication with teacher/adults
• Participation in discourse
• Contribution to the discussion or discourse
• Benefits from feedback

This tool can be used as a measure when taken prior to intervention, during the intervention and post-intervention.

All teachers across Years 1-3 will use the tool to measure individual students language development.


Pasifika Early Literacy Project (PELP) Assessment Data

Tamaki Primary is lucky enough to be participating in PELP. The PELP Project supports teachers to utilise dual language books and bilingual approaches in primary schools. It supports teachers working in bilingual and multilingual ways to open up the learning opportunities for our students.

A requirement of the project is to measure student progress to evaluate the effectiveness of teaching in linguistically and culturally responsive ways.

The data that is collected through the Pasifika Early Literacy Project (PELP) will also be useful indicators of the effectiveness of changed practice through Teaching as Inquiry. This data will add a deeper level.

PELP requires us to collect data through three methods:
Running Records (June and October)
Record of oral vocabulary- one on one, 2 minutes in English 2 minutes in the student's first language
Record of written vocabulary completed as a whole class, 5mins, per language.

Although PELP requires us to just assess Pasifika students, the assessment we will include Maori boys as they are target students within our inquiry.

Collecting Data Through Connecting With Whanau; 
Finding Out About Students Language, Culture and Identity.

Are the records we have at school a true representation of home language and culture. My hunch is that they are not. Far too often we use this data to inform our teaching without having conversations with whanau to better understand their cultures and identities. Genuinely connecting with the whanau, getting to know our families, as opposed to superficially, would give us a better understanding of how best to meet the needs of our students. The box on etap that indicates the students first language is filled in at school entry and may or may not be a true representation of the diversity of language used outside of school. Secondly, what other information other than the first language option indicated on etap records, do we need to teach in culturally diverse ways? Fono with families will help us to gain information about students language, culture and identity, the information vitally needed for linguistically and culturally responsive teaching practice to take place.

Student Voice

A sample group of students will be used to collect the student's voice. Who better to ask about students' learning than the students themselves. Gathering student voice will help me to build rich knowledge of the learner and an understanding of how to make learning accessible to them. It gives students a chance to say what school is like for them and will enable me to take their views into consideration when implementing change.

The questions/prompts asked will relate to students oral language, progress in literacy and student/teacher relationships

I am good at reading/ writing - yes/sometimes/no?

When I can't do something it is easy to ask my teacher for help- yes/sometimes/no?

My teacher makes it easy to understand things- yes/sometimes/no?

My teacher listens to my ideas - yes/sometimes/no?

Do you like talking about your ideas? Why or Why not?

What makes learning hard/ easy at school?

What makes learning hard/ easy at home?

Do you feel okay to talk in your own language at school? Why or why not?

What do you want your teachers to know about you and how you learn best?

These questions will hopefully give me valuable insight into students perspectives.