Tracking the progress of my students; When will I see progress spike?

I'm interested in what happens to progress as students acquire new skills and knowledge.

As mid-year reporting takes place I am fascinated by those students that attend school regularly, are busy acquiring so many new skills, and gaining new knowledge on a daily basis but are yet to show progress through assessments such as running records or JAM maths assessment.

My hypothesis is that progress plateaus as they make sense of and consolidate this new learning. It's almost as if they are close to cognitive overload.

The dose and density of learning that they experience in my class this year is intense however, seeing that they are loving it and they have an understanding of the learning progress I don't want the foot to be taken off the accelerator. 

I predict that once this new learning is consolidated then I will see a peak in progress by the end of the year. 

• My students have a great understanding of the learning process; that learning is uncomfortable and that success comes through practice. They talk about this process on a daily basis and reflect on which part of the learning process they are currently at.
• I also ensure that learning is kept fun with as much as possible coming from the student's own wonderings and areas of interest. There is obvious engagement happening.
• It can be frustrating at times as a teacher, to see students taking onboard new learning during class and then not demonstrating it when it comes to an assessment task. 
• Students that don't attend school regularly are showing little progress in class as well as through assessment tasks, compared to those students that are not yet transferring learning to assessment tasks but can demonstrate it with support during class.

I'm reflecting that they need scaffolding, multiple exposures of the skill being modeled, then multiple opportunities to practice with scaffolds and supports being reduced. This will then lead to being able to use the skill independently, and then finally being able to transfer it to new situations. 

Do many of our assessment tasks expect students to be extended abstract thinkers, transferring the skill to a new situation? Students would therefore have to have worked through the entire learning process for this to happen. When it does is when I think we will see that assessment data spike.

Cuisenaire Rods

For years a box of cuisenaire rods has been gathering dust among my maths resources. The students occasionally get them out to make patterns with and I have used them to learn about place value but I had never understood their true potential.

That was until I discovered this NZ Maths Unit!

Students assign a value to each rod based on the assumption that the white block's value is one. This was done through play and exploration.

The students then explored the relationship between the rods. Working together sharing their discoveries and then sharing back to the class was super powerful!

Students were then given a number e.g., 10, and asked to create a train to represent that value and then from there a mat of combinations that all hold that value.

This is an activity that can be used time and again with different numbers and adapted to suit different learning intentions. 

Now that I have unlocked the power of this resource I'm kicking myself that I never asked someone how to use this resource. Such a hands-on resource and perfect for creating open-ended learning activities!

 

Using Beebots With Juniors

 

Col Presentation- Reflection of my 2022 Inquiry into how to catch students up with foundation learning after Covid 19 and students missing their first year of schooling

Many of our Year 2 students started school this year at new entrant level. 

Data showed they didn’t know any words or letter sounds or have key concepts about print. The catalytic change was to build the foundations as quickly as we could in the first two terms (something that would usually take a year) so we could then have a basis to build the Year Two curriculum upon. 

A foundation skills programme on steroids! I felt that changing practice in my room alone was not enough and that the sharing of effective practice would lead to change across our school. So what did this look like? 

A balanced literacy programme; consisting of a strong Yolanda Soryl phonics based programme, alongside explicit teaching of decoding strategies like rereading and reading on, explicit teaching of Comprehension Strategies from the work of Alison Davis and hands on language experiences to build oral language and ignite a love of writing with the purpose of sharing their ideas. 

Knowing this was contradictory to the current trend of a structured literacy approach, I wanted to see if my hunch as having phonics be an important piece of a complex jigsaw puzzle of skills and knowledge needed to learn to read, not the whole approach, would catch our students up to be working within the expected level. 

After analysing my own teaching what I was doing well and what I wasn’t… I created steadfast daily routines, I used modeling books for the first time in years, this focused my teaching and gave the students a visual. 

We created a ½ hour dynamic phonics program each day which you could hear singing out of the classrooms as you walk through the hallways. 

We explicitly taught comprehension strategies to get our students thinking about the texts and used puppets to explicitly teach decoding strategies to help students when they got stuck on words. 

The easiest thing to change was our daily routines, having the PLC as a team, and setting aside time in our team huis to discuss our Literacy programme meant we could share the journey, supporting and bounce ideas of each other. 

The hardest thing was that we were all at different rates of change and coming at different entry points. The acceptance that change of teacher practice takes time is the hardest thing for me, who wants it to happen with urgency, to accept. 

My big takeaways from our programme is that it took just one term for our students to go from not knowing any sounds to knowing all initial letter sounds, being sound out CVC words and to manipulate the sounds within words and to be moving on to learning diagraphs. This was amazing and at the same time, the students also gained a memory of high frequency words.

They could also not only explain what visualising, inference and retelling were but could totally use these strategies to understand text. These comprehension skills they can build upon throughout their education.

They also love writing to share their learning gained through the hands on vocabulary activities. This has spread through our Junior school. It is a whole approach which I believe will give students a solid foundation to build future literacy learning upon. 

We as a team have worked super hard, it was relentless but we have so many of our students move from pre-level 1 to working within the expected level the hard work has paid off big time.

Stage 1 Phonics Session

Building Oral Language - Student Inquiry PLC Session

 

Monitoring Effectiveness Of Our Interventions

My Inquiry Question: How can we effectively grow literacy practice across our school, developing a balanced literacy program that accelerates our students to where they need to be and builds a solid foundation for future literacy learning.

My Theory Of Action:

-To undergo PLC (Yolanda Soryl Phonics and Alison Davis Building Comprehension Strategies) as a team and share how we are transferring the PLC to our own classroom environments. Keeping the PLC alive within our Junior school environment.

-Creating a Team wide balanced literacy program that incorporates phonics, decoding strategies, comprehension strategies, oral language hands-on activities, and solid literacy routines. Ensuring quality literacy practice is happening across our team.

How am I collecting information about my changed practices/interventions? How am I collecting information about the changes that are happening across my team?

Monitoring Informally:

During guided reading sessions I am recording in modeling books how students feel about the lesson, and whether they understand or need more practice, as well as recording students' responses and a few little notes to myself. This helps me track the effects of my changed practice and monitor changes in progress in real-time.

I'm finding the use of modeling books is really focusing my teaching each session, students are able to see their responses and seem to be more aware of what it is exactly they are learning to do. The use of modeling books is a changed practice across our team. Although the teachers feel it is a little more work planning they feel the shift is a positive in terms of directing their teaching and having something the students can refer back to.

Having students working on whiteboards right in front of me during phonics allows me to monitor progress each session as well as address the things I can see happening and scaffold where needed.

Monitoring informally the transference of taught literacy skills and knowledge is monitored on a day-to-day basis during writing time. I am aware of whether transference is happening as I rove the room helping my students. I will usually write a little comment in their books that reflects the skills and knowledge I am seeing them use as well as a next step for them to work towards.

Monitoring Formally:

Using running record information:

What are they doing? What are they not yet doing?

Using this to inform my teaching, for example, students were not recognising word endings so this then became the next focus for my lessons.

Also, to find out if what we have already taught has been effective and if transference is happening.

What is happening across our team?

We are informally having more impromptu talks about what we are doing (changes to our teaching practice) and talking about what we are noticing our students doing/not yet doing, on a day-to-day basis.

Formally I have set aside a section of Team hui to

1) discuss how we are implementing the PLC we have received, and how this looks in our classes.

2) Share changes we are making to our practice that are working. This sharing of ideas and success is a great way to keep our programs alive, gain motivation from each other and celebrate the successes.

3) Discuss challenges we or our students are facing so we can share ideas and problem-solve together.

This is recorded in our Team Hui minutes so we can track our professional growth and refer back to it when needed.

Collecting Data - Identifying reading behaviours

My inquiry focuses on supporting growing practice across our school through a collaborative inquiry approach with a teaching colleague.

After firstly identifying our target students, our next step was to identify our target students' areas of challenge and strengths. This was done by comparing running record data/ probe data, gathering student's voice, and anecdotal data of reading behaviors within the daily classroom. 

My colleague asked me to do my own assessment of her students to gain a different perspective and see if I identify the same challenges as she did. This was really beneficial as it means we both have a clear idea of where the students are at and where to take them next and was the basis of rich discussion about possible focuses on raising student achievement. It also confirmed what she had identified as challenges as both of us had noticed the same reading behaviors.

Reading behaviors noticed:

Manaiakalani Create Staff Meeting

Teaching Literacy Through Drama 

Big thanks to the wonderful group of educators from across our Manaiakalani schools that came to my drama workshop. The discussions around the power of teaching drama through literacy were thought-provoking and exciting. Love that drama strategies can be used across curriculum levels from new entrants right through high school to get students thinking critically and deeply about the elements of storytelling and the texts they are reading.

Using story fragments and the mapping strategy, together as teachers, gave us the opportunity to put ourselves in the shoes of our learners and become aware firsthand of the learning experiences that could possibly arise.

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