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My inquiry was aptly called a hybrid inquiry as it was from my point of view as TIC Schol and L3 English. It followed the problem we were observing and involved two types of student voice, interview with another HOF, teacher voice and background readings. It followed the inquiry cycle and changes have been made this year and for 2018. Google forms will provide evidence next year as to how successful our modified practice will be.

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9OL student voice
This was the first time that i had used google forms and I wanted the feedback from my Year 9 class, especially as I had not taught a Year 9 for few years. i was impressed by the objectivity of their feedback. I was pleased that they felt secure in their learning and preparation for the exams, acknowledged that I was well prepared and that there were particular units that they had particularly enjoyed. Some noted a preference for writing on paper. zi had tried to stretch my professional learning with Schoology and may have overused it. I noted that a few thought I was a bit lenient and that was interesting as I had had the profile of a successful HHS teacher in my mind so much, i might have been a little too positive at times.It will be a learning document for me. I have already noted pleas to eat food so have had a shared conversation reinforcing guidelines.

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Part of my inquiry is looking at leadership of level 3 and Connections in particular. Still the standard that is the most nebulous and the one teachers find most problematic. Since amending the resubs to allow all students to resub and changing the instructions after attending Best practice workshop and doing a little more PL and distributing more exemplars, pass rate has gone up 10% as well as Merit and Excellence grades. Assessment data suggests progress but clearer PL still needed on my part.

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Have diverse class from 10+ JEEP students, to new PAC, virtually ILC, relocated Year 9 boy, two who did toe by toe programme, one new from PNG. Decided to do film activity based on learning about history of Te Reo. Class self selected group and I facilitated some placements. Moved all out of comfort zones with new group formations of desks. Groups chose task together, assigned roles and at the point of reflection, I am impressed by the inclusivity of the activities, range of film making from mockumentary to documentary to short film. Proving to give scope to different learning needs and styles while integrating each student purposefully.

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I proposed that in keeping with the BOS, Deans and PPTA suggestions about increasing the teaching and learning in senior levels and looking at the well being of all akonga, that we look at amending our programmes of learning before the deadline for the 2018 Curriculum handbook. We met towards the end of Term 2 and evaluated the effectiveness of the internal and external standards for each level. I was impressed by the professional discussion there was about our goals for students and their learning needs. We reduced number of credits in the all ENS courses, Cambridge class and altered composition of others, renamed some courses and have rationalised our courses of study. I believe we were both responsive to concerns raised in the wider community and proactive in making significant changes now.

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I wanted to follow a SOLO taxonomy structure in my revision programme with 2ENT. Students completed a SOLO type evaluation of the exam, then unistructural activity underlining key words in questions from paper then relational with colour coding when they used key words in their essay as part of intros and paragraphs -involved some additional writing. Individual work. Then collaborative revision of same process using hexagons of key quotations and building up links -multistructural of techniques used then, theme shown etc. Then went to beyond the text component - brainstormed on board next to SOLO banner - what that meant again -extended abstract where students worked in small groups to discuss together points they could make about the key theme/ idea from both own experience or what was posted on google classroom. Very effective and inclusive way to reinforce SOLO methodology by pooling responses. ( also did this with 2ENS with SOLO symbol on sheets). Each group contributed to summary sheets which were to be posted on google classroom. I noticed that this way of revising involved all students. I chose groupings and they were happy to rotate around room and gained in confidence noting their own beyond the text experiences/ observations which were validated as relevant.
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11/26/17
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As part of my inquiry I surveyed L3 English teachers about my leadership of L3 and the nature of the tasks. Still some ambivalence about the Connections standard and will do more PL before it and other internal assessments next year. The survey results reinforce my thinking. Positive feedback about inclusive leadership and robust processes.
Level 3 TIC Survey
Level 3 TIC Survey
docs.google.com
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