Teaching as Inquiry 2017 (Writing) Teacher: Ngareta Te Whau Year Group: 5&6

Focusing Inquiry NZC pg. 40

What is important (and therefore worth spending time on), given where my students are at?
● Gather evidence, analyse
● Are there any issues or concerns arising from the data
● Identify target children
● What knowledge and skills do our students need to meet curricula, personal and social goals?
● What do they already know and can do?
● What sources of evidence have we used and how dependable are they?
● What do the children need to learn and do?
● How do we build on what they know?

School Charter Target Accelerate progress of students identified from “Numbers/Names /Needs” and from Rotorua Central Community of Learning.
Patterns and trends
from this group’s data
and student voice

Strengths of the Collaborative, supportive, keen to learn,

target group

My goal for these My Teacher Am I designing what students actually need?

students Studentachievement is lifted from below or well below needs, questions Do my planned actions suit the context of our school?
National Standards. and goals to How will I check my teaching responses are
meet student
Students’ identities as successful learners are enhanced. pedagogically sound?
needs
How will I make pathways of learning visible?
What will be my ‘first and fast’ actions?
Teacher: Year Group: Y Date:

Tracking
Student Writing Needs –List student writing needs as identified
Achievement in conversations, observations or asTTle data
Student Name Date each entry

Child A 6 M Pake Time 1

h
Time 2
Time 3
Child B 6 F Maori Time 1
Time 2
Time 3
Child C 5 F Maori Time 1
Time 2
Time 3
Child D 5 M Maori Time 1
Time 2
Time 3

Planned Trajectory for the Target Group- Teacher: Ngareta Te Whau Year Group: Y5&6 Date:

L4
Early L4

L3    

E E
Early L3 E
C C

L2 C

D D
A A
B B
A
C
D
Early L2 B
A
D
E

L1

Within L
1
Term1 Term2 Term3 Term4
Final 
Weeks Week1  Week1  Week1  Week1 
OTJ
OTJ OTJ OTJ OTJ

Target Student names :( Choose Zane, Hohepa, Storm, Drae, Keani

different colour ​# ​for each student
to plot achievement)
 Teaching as Inquiry Reflective Log​
Analytical Talk
Teaching Inquiry NZC pg. 40
What strategies are most likely to help my students
learn what they need to learn?
What strategies will accelerate students’ progress?
Implications from the data:
What strategies will I or did I use to meet these student’s needs
What do we already know that we can use to promote better outcomes?
What do I need to learn and do to promote better outcomes?
What sources of evidence/knowledge can we use?
​Teacher: Ngareta Te Whau
Critical Talk Challenging/Change Talk
Teaching and Learning NZC pg. 40 Learning Inquiry NZC pg. 40
What was the impact of my shifts in practice What happened as a result of the teaching, and
what are the implications for future teaching?
What impact have I had on student achievement? What should I keep going and what should I stop?
What is my explanation of this? What should I change or refine?
How effective has what I have learned and done been in promoting What new challenges have become evident?
my students’ learning? What opportunities can I provide for students to express their learning in
What worked well, why? multiple ways? How can I encourage students to take ownership of their
What have I noticed as a result of what I am doing? learning? What are my next learning steps?

Connect what i’m teaching to real life experiences/prior
knowledge.
Use student interest and fascination as motivation.
Give student choice - Learner agency.
Teach students self monitoring.
Quiet space provides students opportunity to
think with distraction.
Small group work allows better quality teaching
to the student than the group.
Students who were once reluctant to write are
now beginning to enjoy writing.
Activities such as cooking or baking.
Invite guests to speak to the group about thee related
topic. e.g. dirtbikes (owner of a shop, or professional
rider)
Encourage ownership - Evaluation of the lesson: What
did I learn today? What do I need to work on
tomorrow?
 Personal Teaching as Inquiry Research Log
Date Research text-web Key Messages- Challenges to
address, books etc my thinking:
Learning in the fast lane Remediation pounds away at the
past.
Suzy Pepper Rollins Acceleration prepares students for
success in the present. Can fuel
new hope and motivation
What does an effective Generate greater than expected
teacher of writing do learning gains in writing.
that makes a difference Lead opportunities for
to student achievement independence and self-regulation
by students (self-efficacy)
Murray Gadd
A framework for Involvement of learners their
transforming learning in families and the community.
schools: Innovation and There are6 aspects of the spiral
the spiral of inquiry inquiry:
Scanning
Helen Timperly, Linda Focusing
Kaser and Judy Halbert Developing a hunch
Learning
Taking action
Checking
Teacher:
Implications for my teaching?
What might I need to do to
change my thinking or practice?
Build prior knowledge about the topic
Introduce new key vocabulary
Front load ALL students - Introduce
new topics
Learning tasks, direct instruction and
self-regulation
Link the spiral of inquiry with ruia
inquiry.
My next Steps
Look into SeeSaw program
Look at the steps:
Generate purpose, thinking, relevance and
curiosity
Articulate the learning goal and expectation
Scaffold and practice
Introduce new vocab, review prior knowledge
Guided practice
Formative assessment
Student generated learning tasks.
Select writing topics that engage, motivate and
challenge.
Student developed learning goals.
Asking how? and why? questions
Learners at the centre:
Ask the questions
Where are you going with your learning?
Describe in own words what they are learning
and why?
Use a range of ways to demonstrate their
learning?
Self manage during independent learning time?
Set specific goals and construct their learning
 Visible learning for Know thy impact!
teachers: Maximising Visible learning - When it is clear
impact on learning what teachers are teaching and
what students are learning.
John Hattie
Student work sessions: Teacher's role changes from front
Giving students greater of the room deliver to middle of
responsibility with the room facilitator.
valuable work
28/8 Peer-Observations Suggestions for observations:
Does the teacher being observed
want you to look for anything in
particular?
What acceleration techniques are
they using that you could try?
What are they doing to promote
learner agency?
Ensure that students understand their
success criteria.
Direct instruction should be brief
15mins max
Modelling book
Keani was using her hexagons work
They were all on task
Voice recording (Zane, Hohepa)
Decide on an appropriate challenging goal and
then structure learning situations so students
reach those goals (procedure writing)
Incorporate mini lessons to engage writing
Encourage cooperative learning
Evaluate individual learning at the end of the
lesson.
Sticky notes task (Jo suggested using the program
Padlet, see room 11 blogs)
Highwriting - Make notes in the margin.
Planning - Use the sheets for the next steps
Friday - Paragraph/sequencing writing - 3-4
sentences (What are the most important things?)
Remember the hook?
Possible details - Use senses, feel
Think about your audience when writing
Re-aloud their work to pick up their mistakes.
(blogs, writing)
 Preparing the lesson

Standards Walls:
Transforming standards
into clear learning goals
Mapping out where
students will go: Our
work begins
18/9 ALL meeting with If we were successful today what Students need to see the links if using
Colleen did we do? a modelling book or wall display.
Did we follow the learning Linking it with other curriculum areas.
intention? e.g. Reading
Understanding what's the next We are learning how to?
level Hexagons dated to go back to, can be
What shows you that this person is displayed on the wall and as a google
successful? doc.
What should we work on today?
What should our learning intention
be?
Building cohesive learning pathway
Tell your buddy where you have
been successful today, what are
you going to tomorrow?
29/9 Starting the lesson Visible learning
5/10 Teacher and student
use of learning goals