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.

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#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

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