Based Line Data

Torbay School Successful Teacher's Inquiry click here

Students

Child 1S, Child 2H, Child 3N, Child 4K, Child 5D, Child 6K, Child 7M, Child 8E

Teaching and Learning - Strategies/Deliberate acts of teaching

What will you do to help teachers/students achieve the outcomes?

Students have had the same teaching for a few years now. Some of these students

have been part of other external groups to support their writing - from STEPS, ALL - reading and writing.

Changing classroom setting/ learning environment, students creating their our SC - having a purpose for their learning and doing things

differently

Action (Teacher Inquiry)

What Strategies are most likely to help my students learn this?

• How will I develop a student's growth mindset within literacy?
• What rich, meaningful tasks and DAT will inspire and engage our targeted 
• priority learners?
• How will, what I have already learned through other programmes improve learning in literacy for students?
• If programmes are integrated into class, won't these take away student agency?

Reflection: (Learning Inquiry)

What happened as a result of the teaching, and what are the implications for future teaching?

Investigate the success of the teaching using a range of formative and summative assessment approaches.

Then analyse and interpret the information to consider their next steps.

Students

Student	Gender	Ethnicity	September 2017 (easTtle)	November 2017 (EOY REPORT)	March 2018 (easTtle)
SE1	Male	South African/ @ home	-	-	1B
KA2	Female	South African	-	At 1	1P
HA3	Male	NZ European	1A	Early 2	1A
NO4	Male	Japanese	2B	Early 2	1A
KO5	Male	NZ European	2A	Early 2	1A
DR6	Male	South African	2P	Early 2	1P
KA7	Male	NZ European	1P	Early 2	2B
EA8	Male	NZ European	2B	Early 2	1A

Areas to develop:
These students haven't made progress in writing or have gone backwards in their learning. Looking at their writing samples, students need support when organising their ideas and how to structure their sentences. They struggle with spelling and how this stops the flow of ideas.

"Punctuation works alongside language structures and patterns to help us communicate effectively. It is another tool that writers use to help their writing achieve its purpose and direct and engage their readers." Jan Eyre and Verena Watson - PAT: Punctuation and Grammar - a new resource to supporting literacy.

Lynne Truss wrote - without punctuation there is no reliable way of communicating meaning.

Students are so hung up on punctuation and spelling that sometimes they are unable to produce a piece of writing.

My question

Changing my question :

What creates an environment where students become more active learners in writing?

Brian Annan - 10th April

Learning to let go : move from structured and unstructured

Problem-based to appreciative. More traditional approach- looking for a soln- participants are “done to”-passive driven by inquirer.  Alternate- give problem to those affected and ask them how they would solve it. Co-construct

Structured to unstructured - regimented  -can ease up as go along

Easy to hard   what is wrong with doing something easy? Will it have rigor? Process maybe easy but results harder- can mix it up.

Balanced Learning - Annan and Wootton 2016 - look at powerpoint for their diagram with perspectives.

Do we pick students up and put them at the top of the stairs or do we encourage, support and take time to let them get to the top?

What does fun look like for students - students create a short video what this is?

Actions/ Reflections:

What's next : After readings, discussions and working with Brian I have been thinking about where to next? What do I need to to start my journey into my inquiry. What base line data will provide this best information? I'm hoping that my findings will enable me to have a better understanding of the learner and this will allow me to better support and assist students in the classroom through environment, student agency and student's growth mindset.

Shifting student's growth mindset of literacy through student agency and play.
Survey parents/ students

What is successful writer? Do you write? What are the needs of your child in writing?

What is the purpose of writing? Does your child see a purpose for writing?

How do you see your child as a writer? Feedback for writing within the class.

What’s your child’s perception of writing? Are devices a barrier or an aid to support writing   Twitter for writing?

What is my based lined data?

Blank paper and get the students to create their own criteria and shows progress from where from to where to ...- if you use a generic inquiry they don’t have the ownership. You will get more ownership and more success if we do this with the students.

This can build capability-they will immediately take on board higher levels you have set as achievement

Make this inquiry once a week to have success
Survey parents and students
Create infinity map/ video students thoughts on the map
Talk to parents about writers
Show writing examples and multiple levels - what makes this a confident piece of writing?
Create Rubric  - come up with what makes a confident writer.
What do they want to do?