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ELN Professional Development - Knowing Our Students

2/18/2016

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Teaching as Inquiry
The purpose of inquiry is not to 'do' an inquiry. It is to improve practice, to lift student achievement, to better meet the childrens' needs. It is a safe way to try a new approach with a safety net around. It is really helpful to improve teachers' professional development.  There is no single way to do an inquiry.

ZOOMING OUT!
  • Can children describe what they are learning and why it is important?
  • Can they demonsrate their learning?
  • Can they self manage? 
  • Do they and we know their strerengths, passions and interests? 

Scanning: '"Know thy learners"
We are currently at the "Scanning Phase"... Being curious and inquiring. (Like when you are taveling and on holiday... You wonder more). Knowing your learners and their families etc. "What's going on for our learners?"
What do you know about your learners?
  • ​Gathering assessment data
  • Prior Knowledge; know family, have I taught them or siblings before 
  • Attendance
  • Past Behaviours
  • MOE data 
  • Resilience, in learning or in relationships
  • Confidence & Engagement 
  • Eager to come to school
  • Motivations
  • Interests
  • Strengths and weaknesses

Working with data: Seek triangulations.
  • Performance - Can be misleading if done stand alone.
  • Observation - What you feel in your bones of being a teacher?
  • Student Voice - What helped your learning, what do you need help with?
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ILE Inquiry - Term 1, Week 2

2/15/2016

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PMI for the Week
POSITIVE - Word Rings started. All children are very motivated and are copying, matching and even reading word rings. Chalk on concrete, fence, whiteboards, Early Words sheets etc.. Books taken home every day. Reading logs started.
MINUS - 1:1 not established in all children
INTERESTING - Corporate drills and spontaneous competition of word rings has worked with this first set
Picture
Concerns: 
Child A - ESOL, wrong grip
Child B - Left handed, low fine motor, scribbles in book
Child C - Very low OL, Talk to Learn, Fine Motor difficulties, no fixed handedness
Child D - ESOL, Fine Motor difficulties, no fixed handedness
Child E - Speech S-Sh
Picture
Next Steps
​Data Collection: Starting BSA data collection this week. BSA letter & sound knowledge, Running record analysis, Word Ring tracking sheet.

Observe: Children during mat time and group work struggling with following
  • 1:1 pointing
  • knowing what a word is
  • knowing what a letter is
  • recognising first HFWs
  • matching HFWs

​
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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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Forward>>

    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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