Valuing Cultures

I had the privilege of attending the recent Piako Cultural Festival where students from local schools celebrate the/their Maori culture through kapahaka. It was a great reminder of how powerful it is for Maori students to celebrate their culture and feel pride for who they are.

As a part of the build up, I was asked to join the boys for their practices for behavioral reasons. What hit home very quickly for me at these practices was the importance to these boys to have me (a male and their teacher) there to support them and most of all value their culture and what they were learning and sharing. To see the boys who are disengaged and feel out of place at times in class, instead thriving, motivated and striving to give it their all was just amazing.

It's not always easy to get outside of your comfort zone and place yourself in someone else's culture as you feel like you will make a mistake, or you don't belong, but this is far from the truth. So, I am reminded of the importance I must place on valuing my Maori students by attending these practices and events and making the effort to really show them that I care and am interested in who they are and their culture by participating as well.

My goal for next year is to learn the haka with the boys.

Student Feedback on Literacy and Learning

It was very interesting to get some feedback from the students about writing, reading i-Time projects and my teaching. Every student surveyed enjoys writing and reading which is great, although they all had feedback for how it could be better.

• Being able to write about what they want all of the time
• No reflections
• Less time talking about writing on the mat
• Help with getting started
• Longer deadlines and less interruptions by teachers 

These are a range of responses for how to make writing better and how can I be better at teaching writing. When I see these responses they make me think about adapting my practice to help improve their experience and learning.

• Being able to write about what the want all of the time.

The students have a lot of independent choice in their writing which is great. It makes me realise though that when the context and purpose is relevant and real that they don't see transactional writing as a chore. When the context or purpose is forced this is when enjoyment is removed.

• No reflections

A number of students said they don't like reflecting on their learning and success criteria. They felt it is hard enough to write, let alone think about making their writing better while writing. For me this comes back to accountability. Most kids just want to do what they want and don't like being made to be accountable for improving. We have relied on reflection movies to help with this accountability as peer reviews are what make the students want to be at their best. Regular reflection through teacher conversations works for those that are motivated learners but not those that are not.

• Less time talking on the mat and less interruptions

This comes back to me. I need to action this as I often get wound up in the task and behaviour and loose focus or emphasis on the success criteria. Knowing the kids who made this comment, did make me chuckle, because they are the ones who are distracted and go away not knowing what we are doing. Something for me to work on though thats for sure.

•  Help getting started

I feel like this has improved immensely and it was only one student who mentioned this. I have been using far more models lately so this is why only one student mentioned it. The student is extremely dependent in all learning area's as well. But, this shows me that I need to cater to their needs and provide some support and encouragement without telling.

• Longer deadlines

This made me laugh. Boys! Maybe some learning around priortising time better. Saving the socialising for after instead of before. I do think we rush through learning at times though and don't allow for sustained silent writing time.

So in general, so work ons for me. I am pleased that they all enjoy writing and that they all felt that the rubrics we are using are worth while as they like knowing where they are. For the most part they like the writing workshops as well, so the change of teaching approach has worked there.

Link to feedback

Student Voice

This year more than any at DSS, student voice has impacted on learning approaches and learning contexts. We know we want to encourage and embrace learner agency as it is proven to improve engagement in learning by allowing the students to take ownership of what they learn, how they learn and how they improve.

I thought I would list a number of contexts where student agency has happened / is happening this year, followed by some reflections based on Literacy learning.

• Choosing topics to write about.
• Choosing format for writing about a topic.
• Choosing/creating independent learning activities in reading.
• Access to learning progressions for maths so students can take charge of their own learning.
• Writing Rubrics and next steps for the same reasons as above.
• Opportunities to opt into workshops.
• Opportunities to opt into an area of art they are interested in (the gallery workshops).
• Passion Projects and i-Time projects. Projects relating to a passion of their own.
• Opportunity to opt into cultural groups for inquiry in term 2. The opportunity to then choose what aspect of that culture that interests them.
• The opportunity to co construct learning in concept time. In term 2 and 3, the students questions have led the direction of learning and veered from planned path.
• Opportunities to present work in multiple mediums/medias.

To expand on one of these area's I have focused on Literacy:

The students tell us constantly through conversations or through body language that they want to write about what they are interested in. When they are forced to write about something they do not connect with they lack motivation and interest and the outcomes are often below their own standards. When asked what they wanted:

1. To be able to write about what we want to write about. 
2. To know the purpose for doing what we are doing. So what? Why?
3. To know how to get better.
4. To have time to ourselves to do things.

None of the above are anything new to me, as these are very common things students want. But often getting the balance between what we as teachers know that they need to learn and what we know they want to do is the hard part. So what have I/we done about this.

1. Provide choice. Choice on the format of how to write about a context (letter, recount, explanation) and provide choice in what they write about (independent choice writing weeks).
2. We introduced RAFT which is helping the students understand the role and audience they are writing for. We have tried to allow/plan concepts contexts to create an authentic need/purpose for writing  (cultural inquiry, reporting to parents about what we have learned)(justifying our choices when designing our garden space).  We have also changed our practice from teacher a genre piece of writing to teacher skills in workshops that can then be put back into writing pieces. This has been a big shift for us.
3. We have introduced the writing rubrics to show where they students are and where to next for each feature of writing (although our focus has been narrower than all features).
4. Allowing time for the students have independent writing time where they get a choice in what they write about.

How has this impacted on their learning outcomes?

1. For a number of students this has resulted in an increase in motivation and the quantity of what they have written. It has not translated into improved writing skills. Feedback from the students is that they don't want to think about all of the things they need to do to get better at writing, they just want to write. For some students the freedom is actually a barrier. They find to much choice confusing and it creates indecision about what to write about. They prefer to have some suggestions that they can then choose from.
2. Knowing the purpose and audience has helped most students understand what they are writing for, although this does not always mean that they change the way they write to suit the audience and purpose. I think due to their current maturity levels, they tend to want to write for themselves, forgetting what the audience would want to hear. You see this in the students writing, where the writing matches or is suitable for the audience, these students tend to be the more mature ones of their cohort.
3. All students feedback that they like to know where they are or what level they are. They would like to move to the next level, but the rubrics don't help this, or are to much hard work to achieve. They also just want to write without thinking about how to write. This makes me think re-crafting is still one of the biggest and hardest skills to learn. They currently think first draft is final draft.
4. The students do enjoy having time to themselves to be able to write, however, when the topic is an independent chosen one, they seem to think they are unable to show the skills they have learned in this type of writing. Evidencing success criteria is new to the students so it is not a natural embedded habit yet. When there is consistency through the school and time, I think the habits and common language will rectify some of these beliefs. My view is that silent writing time is important for the students. They can not make this time themselves so it will be important for me to help provide the environment for them.

Feedforward from Ann Grady Observation

I was lucky enough to be observed by Ann Grady yesterday, which resulted in some constructive and very useful feedback on the lesson.

She observed a lesson with my target group of students who are Well Below - Below writers.

Yes!  Use audience and purpose with this group to engage them.  These students need a strong sense of purpose to keep them ‘on track’ with their writing.

Yes!  It would be a good idea to make this group’s focus the guided work they do with you.

Yes!  Make connections to sentence structures in reading so that they get a sense of ‘auxillary’ verbs.

Ensure your model includes auxillary verbs and that you model this process/use of – for your students.

You may need to include a ‘space’ in your graphic organiser for the helping verb.

Think about the pace/excitement/zest that you model for them as a writer.

2^nd group:

-working on connecting sentences

-relating them to the purpose/audience

- 5 day pattern of learning

Very helpful.

Level 1/2 writers

Level 2/3 writers

Modeling

A goal I have identified in my teaching of writing is to improve my use of models of writing. After watching myself teaching on video and reflecting with Rob after my observation, we identified that I need to consistently provide effective and appropriate models for the students to use in writing.

So since my observation I have:

• Written pieces myself - Please stop cooking mushy greens!
• Crafted sentences or skills that demonstrate the workshop purpose
• Used models from other teachers
• Co-created word walls with the students for the students to use
• Modelled the writing process

Modelling is something that I always have done, but the observed lesson showed the importance of modelling the right part of the writing process or for the purpose of the lesson.

This has been great for me to see how hard it is to write at times, and for the children to see that I am just like them and make mistakes as well.

Reflection on Reflections!

In one of my posts from earlier this year I wrote the following:


What will I do about this? Through making the learning clear (split screening), and by adding accountability to the kids to put learning in workshops into practice in their independent writing. If the students can show where they have used a skill they have learned, then they and I will know the have been successful.
So how has this gone so far? Has it been successful? How do I know?

The split screening is still a work in progress as I have the confusion of using split screening as a tool for learning skills or a tool for learner assets or both???? I am not confident with this yet so I will post about it in the future when I can more confidently comment on its success or not.

Adding accountability has been hugely successful, with an improvement in the ability of the students to use, discuss and share the skills they have learned in workshops. So far the workshops have focused on vocabulary (super verbs, upgrading vocab to more precise and technical words and using wow words) and writing simple sentences using this improved vocabulary.

Our success criteria was, 'to be able to demonstrate and show where I have upgraded my vocabulary in my writing'. The students learned some skills around this in our workshops and then put it into their writing. They also went back through previous pieces and recrafted by upgrading the vocab.

As part or our cycle we have a fortnightly reflection and sharing session where the students reflect on their writing against the success criteria by highlighting where they have done this, and then recording a quick movie to explain how they did this. They then have a sharing time with their peers (groups of four students of mixed ability and peers) where they have to share their work and show what they have done. They also have to comment / feedback on the others in their group by orally feeding back with a star and a wish and commenting on their peer's blogs.

This process has placed the onus back on the students to take ownership for their learning and accountability to be able to show what they learned and where they can prove they have used it. Peer assessment is such a valuable motivator for them all. They embrace it and thrive on it. This has been a real success and will be a regular as part of our routines now.

How do I know it has been successful?

I know it has been successful because all of the students are able to do this reflecting and sharing which is great for their own confidence. The students are thinking about their writing and taking ownership now and not relying on the teachers. I can see the improved use of more powerful and purposeful vocab in their writing every day in class. I can see it in the e-asttle results for a good number of the students. I can hear it in their ability to discuss how they use language to add detail and enhance their writing for their audience. I can see it in their willingness to share with the class what they have written. I can see it in their confidence and smiles when they hear the positive feedback they get from their peers and their teachers.

Below is an example of what it looks like. This is the first time we have done this, this year, so I expect the students will get much better at doing this as they do it more regularly. First time around not all students created a movie. All students highlighted their work but most shared it orally and explained in person in the sharing sessions. In seeing this model below the students all now know what is expected and will all be required to make the movies in the future.

Notes from 28th June 2016 Session:

• If it sounds to hard, DON'T!
• Think about the ROLE you are taking and what your AUDIENCE would want to see.
• Real life contexts.
• Audience, audience, audience
• Writing for enjoyment is fine (7 minutes write) as it is for fun, can incorporate learning intentions from workshops, purpose can be to share with a partner and to publish one every second week. (2 minute challenge)
• Look at the next steps. Planning & ideas.
• Focus on content first, surface features second
• Spelling needs - kids wont try big words if cant spell, so could limit ideas recorded (might generate complex vocab, but spelling stops them using it).
• Spelling needs to happen and be incorporated in independent work.

Needs:

Student needs to plan - WALT:

= draw a picture plan with labels, with phrases 

= use graphic organiser to sort sequence info [use a variety of graphic organisers] 

Student needs to develop ideas... or relevant content - WALT:

=generate ideas

=develop ideas

Student needs to develop 'revision/editing skills... - WALT:

= recraft

If your students need to proof-read... self correct with independence  - WALT:

What scaffolds will you be putting in place before they write more than 6 sentences

Adding detail - lessons and places to go are endless but the needs of the kids are all around this.

• Complex sentences - Re-read Jeff Anderson - Mechanically minded.    - sentence interruptions - openers and closers
• Word choice - precise nouns, activated nouns etc...
• Punctuation for effect

Audience Audience Audience

Context: Winter  (weekends, noticing walks, images, movies)

Audience: A school in Samoa (picking an audience who will require the detail you want the kids to include)

Format: Explain, Entertain

Model: Teacher creates a model. Analyse it to find success criteria. 2 models - a model to see - modelling the writing process

Success criteria: comes from the model and students needs 

Split screen works well.

We are adding detail ..... by including a second idea to a sentence

Acceleration:
Pre load vocabulary for next weeks journal article so they bring the knowledge and can focus on ideas instead of decoding and clarifying difficult vocab.

Readings: Insights into learning.

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#1

I appreciated this link from a reading Ann gave us recently which connected perfectly with the idea of 'Split Screening', which we heard at a recent Kath Murdoch Inquiry course I attended.

"Split Screening' is a concept created by Guy Claxton. The idea of split screening is to not ignore the 'what are we doing' of the task, but to use it along side the 'what are we learning to do' in the task.

__________________________________________________________________________

#2

I think a key for me in my inquiry is the last question. I am reasonably confident that my students could answer the first three questions, the fourth I am not so confident about.

What will I do about this? Through making the learning clear (split screening), and by adding accountability to the kids to put learning in workshops into practice in their independent writing. If the students can show where they have used a skill they have learned, then they and I will know the have been successful.

What do I need to do as a teacher to get the kids to care about writing? Editing?

My inquiry question is - What do I need to do as a teacher to get the kids to care about writing? Editing?

My end point would be for the students to:

• Willingly recraft
• Independently check success criteria
• An enjoyment of playing with words
• Plan for writing

My next steps:

• Attempt to develop some care (quick writes)
• responses to video clips
• noticing walks
• Diary / Journal of interests (happy, sad, angry, afraid...)
• Playing with words experiences (short sharp)
• synonyms
• challenges - use words three different types of sentences
• images, movies, sounds

Gather some Baseline Data:

• student voice - question them and parents
• e-asttle data about a goal/rubric score
• pick 6ish kids as a target group

Personal Reading:

• Gail Loane
• Spandell

As a side note:

Independent Writing:

• simplify tasks 
• success criteria for a purpose (generic for the type)(shared development of models)
• teacher to not focus on the piece, focus on the skills/goals ignore the rest
• Genre in the third week
• Plan 3 types relating to eg personal expressive

'Who could it be now'

As the Police sung it!  I see my focus students as the following children who all have ideas and are willing writers, but very unmotivated or just unsure about applying learning to independent writing and being able to edit or be self aware of the need to edit.

Wade
Christopher
Jamie
Kaleb 
Ryan 
Alexus
Sam D


Why them?

All of these students are willing writers and capable of participating and contributing to writing in groups and independently, but when it comes to applying skills and learning independent of the teacher they don't.

What could the inquiry be about?

• Boys motivation, sporty kids motivation
• understanding where to next
• ownership of where to next
• planning vs not
• sharing unpacking
• honesty about levels (home truths)
• exemplars
• skills sessions vs genre teaching

• 
  

What is going on for my Learners? How do I know?

Some attitudes or behaviours that I have seen. 

• Mostly Interested and excited about sharing their ideas though writing and oral mediums.
• Half often have ideas to write about, other half often don't.
• They all enjoy have models and prompts to write about and follow.
• Some admit to being unsure of how to start, a lot are in the same boat but wont admit it.
• Most feel they are finished after their first draft. I'm done I don't need to edit. Experience tells me that they don't know how to edit!
• Little care for BEST. They don't see their mistakes. They read in correct structures and punctuation but don't fix it up.
• Most wont freely admit to being confused in front of their peers. Those that are willing to say that they are confused, are the more capable writers. They take charge of their learning more than the others.
• Boys minds work faster than they can type or write, so their ideas flow out in their heads but they can't keep up so ideas get missed, lost or jumbled.
• No matter how kid speak I try and make success criteria and learning intentions, I still manage to confuse the kids.
• They can recite success criteria and LO's but don't know what success looks like.
• Me. "What is your LI?" Child explains it perfectly. Me. "so why have you not shown it or thought about it in your independent writing?" Child shrugs shoulders. "I don't know. I just didn't think about it when I was typing." Me. "Why didn't you add detail after you had finished?" Child. "I had finished."
• Lack of engagement with LO's and success criteria unless teacher driven.
• No interest in planning.

Next step. Interviews/Questionnaires.

Scanning

Over the past month we have begun assessing our students writing using the e-asttle tool. Below are some of the trends and common next steps for the writers I teach.

Spiral of Inquiry

In 2016 at David Street School, we have embarked on a journey of discovery about our students, our pedagogy and how we teach in relation to the core curriculum area of Writing. The inquiry tool we will be using is the Spiral of Inquiry which looks like this.

The idea is that we investigate into our students learning in writing and look for their beliefs, behaviours and outcomes while learning how to write. From this we develop hunches about key points of actionable changes to the way they learn and we teach. The onus is then on ourselves as teachers to improve and adapt to hopefully make a difference to their learning to accelerate growth.

The thing I like most about any inquiry model is that taking a risk is good and mistakes are acceptable. The important thing is that the students needs are at the heart of this inquiry cycle.