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Keeping Track with Flexible Grouping

8/5/2017

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One of the big questions that arises when attempting a flexible grouping structure is how to keep track of students achievements and next steps. Several years ago I worked with ccpensieve.com from The Daily 5 site. This is an online record keeping programme for conference notes. My past experience was limited to individual conferencing of Reading. This year I am attempting to use it for individual conferencing in both reading and writing as well as group teaching sessions in reading and writing. My aim is to increase student agency of determining next steps and ownership of their learning process. ​
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Above is my weekly calendar showing who I intend to conference with each day. Initially I added my groups in as well, but I have stopped this. It is enough to have them in my planning document.
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Here is an example of writing conferences for an individual student. I complete the observations and Next Steps with the students.  ​
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Here is an example of a group conference. These were guided reading groups or reading workshops (whichever you like to call them.) They are with a mixed ability of students but with similar needs for reading strategies. This term, I am attempting to document my sessions more regularly AFTER I have taught them. This is separate from my planning. Planning is the intended curriculum, this here is a document of the actual taught curriculum. Hopefully they match up reasonably closely but this document reflects were I made changes in response to student needs revealed during the lesson. 

PTC 1 - E
ngaging in ethical, respectful, positive and collaborative professional relationships with ākonga. 
PTC 4 - I
nitiate learning opportunities to advance personal professional knowledge and skills. 
PTC 6 - articulate clearly the aims of their teaching, give sound professional reasons for adopting 
              these aims, and implement them in their practiceii. 
          - through their planning and teaching, demonstrate their knowledge and understanding of 
relevant content, disciplines and      
             curriculum documents.
PTC 8 - enable ākonga to make connections between their prior experiences and learning and their current learning activities
           - provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts
           - encourage ākonga to take responsibility for their own learning and behaviouriv. assist ākonga to think critically about
              information and ideas and to reect on their learning
PTC 9 - 
modify teaching approaches to address the needs of individuals and groups of ākonga.
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Innovative Learning Environment (ILE) Inquiry

4/12/2016

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This year I am working in a collaborative professional inquiry of 3 teachers. We are documenting our meetings on a shared google doc as well as documenting data and analysis in a large scrap book. At times it feels like we are repeating ourselves, doubling or trebling our workload as we are recording data in multiple places. On the other hand, the scrapbook in particular is helpful in focussing the data on our target students, rather than the class as a whole.

Already I am seeing changes in my practice that appear to be contributing to strong gains in reading, our gaol area. The biggest challenge now is to find ways to support a similar growth in reading for my newbies who have just arrived into a very different classroom environment than the initial children experienced.    
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ILE Inquiry - Getting Started

1/28/2016

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This week we have set our broad overall gaol, as well as setting our own initial tasks.

Goal: Raising Achievement in Reading

Next Steps: Observe children during mat time and group work for those who are;
  • not joining in with phonics.
  • limited in the sharing of ideas with the group.
  • causing concern around concepts about print
  • holding the book incorrectly way, turning of pages incorrectly.
  • holding the pencil incorrectly, can't use scissors, or colour within lines.
  • cannot directly copy text. 
  • do not know that the pictures match the text, or that the text carries the story.
  • cannot point 1:1 as they read or follow along with a text. 
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    Renee Stewart

    Forever curious, always learning, deep thinking teacher. I am a Year 5 teacher this year and am enjoying the transition after 3 years with New Entrants.

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