Planned to blog - BUT got right into the inaugural #engchatnz tonight on Twitter. Was AWESOME!! But too tired now (to even finish marking!).
Till next time.
Thursday, 31 July 2014
Wednesday, 30 July 2014
A little bit more data and background
So, I have put together a little bit more background data before I begin my inquiry (that I will consider tracking). I also will be completing the initial student voice tomorrow, and a ARB test before we begin.
I thought about looking at attendance… The following is students' overall attendance percentage for English, so far this year.
Student A - 84%
Student B - 89%
Student C - 92%
Student D - 80%
Student E - 85%
I mentioned before about our Junior Certificate, which we are using to see if we can predict preparedness for NCEA Level 1, and likelihood of achieving NCEA Level 1. We are predicting that students should score at least 18 to indicate these areas - below is an average across all subjects, and then the scores for English in the most recent report of scores.
Student A - overall: 11.7; English: 13 (declined from 23 at the first report cycle, midway through T1)
Student B - overall: 16.2; English: 17 (declined from 20 at the first report cycle, midway through T1)
Student C - overall: 14.6; English: 18 (increased from 16 at the first report cycle, midway through T1)
Student D - overall: 13.5; English: 10 (declined from 16 at the first report cycle, midway through T1)
Student E - overall: 17.7; English: 25 (declined from 27 at the first report cycle, midway through T1)
Additional notes, so far:
Student B, D, and E are assigned leaders of the pair for the upcoming unit that my Inquiry is based around.
Texts chosen for study by pair leaders (note: there were 11 options, including 2 short story options, which had 2 short stories each - 1 short story option was a NZ Maori writer)
Student A - Eg and Me [Heroes series]
Student B - Eg and Me [Heroes series]
Student C - Boy in the Striped Pyjamas
Student D - Boy in the Striped Pyjamas
Student E - Hatchet
Defining and Refining the focus:
I am inquiring into whether individualised learning of a written text, working through a project-type unit, alongside one other, and working towards a mark and point outcome, will help increase student engagement and achievement results, particularly in Responding to texts (including comprehension) and Writing.
Measures:
Engagement - student voice, attendance, completion and handing in of tasks and assessments, Junior Certificate
Achievement - ARBs, NZC OTJs, summative assessments - Responding to texts, writing creatively, writing formally, speech, and presenting [visually].
A point of interest
The two parents I saw last night, which as I mentioned were parents of two of my focus students, were quite interested and positive when I explained what we would be doing in the upcoming unit. Parents and students are not aware who the focus students are.
I thought about looking at attendance… The following is students' overall attendance percentage for English, so far this year.
Student A - 84%
Student B - 89%
Student C - 92%
Student D - 80%
Student E - 85%
I mentioned before about our Junior Certificate, which we are using to see if we can predict preparedness for NCEA Level 1, and likelihood of achieving NCEA Level 1. We are predicting that students should score at least 18 to indicate these areas - below is an average across all subjects, and then the scores for English in the most recent report of scores.
Student A - overall: 11.7; English: 13 (declined from 23 at the first report cycle, midway through T1)
Student B - overall: 16.2; English: 17 (declined from 20 at the first report cycle, midway through T1)
Student C - overall: 14.6; English: 18 (increased from 16 at the first report cycle, midway through T1)
Student D - overall: 13.5; English: 10 (declined from 16 at the first report cycle, midway through T1)
Student E - overall: 17.7; English: 25 (declined from 27 at the first report cycle, midway through T1)
Additional notes, so far:
Student B, D, and E are assigned leaders of the pair for the upcoming unit that my Inquiry is based around.
Texts chosen for study by pair leaders (note: there were 11 options, including 2 short story options, which had 2 short stories each - 1 short story option was a NZ Maori writer)
Student A - Eg and Me [Heroes series]
Student B - Eg and Me [Heroes series]
Student C - Boy in the Striped Pyjamas
Student D - Boy in the Striped Pyjamas
Student E - Hatchet
Defining and Refining the focus:
I am inquiring into whether individualised learning of a written text, working through a project-type unit, alongside one other, and working towards a mark and point outcome, will help increase student engagement and achievement results, particularly in Responding to texts (including comprehension) and Writing.
Measures:
Engagement - student voice, attendance, completion and handing in of tasks and assessments, Junior Certificate
Achievement - ARBs, NZC OTJs, summative assessments - Responding to texts, writing creatively, writing formally, speech, and presenting [visually].
A point of interest
The two parents I saw last night, which as I mentioned were parents of two of my focus students, were quite interested and positive when I explained what we would be doing in the upcoming unit. Parents and students are not aware who the focus students are.
Tuesday, 29 July 2014
Something small
I was meant to write a bigger blog today - we had PLGs this morning where we had professional discussions around our inquiries, and I have more baseline data to add for my inquiry (and some thoughts about it)….
BUT we had Parent-teacher interviews tonight, and despite only having TWO from my Year 10 class book and turn up, I have stayed to support my staff. I am exhausted, so blog I was going to write will have to wait.
On the up side - the two who did come from my Year 10 class were both focus students in my inquiry (not that they know that)!
BUT we had Parent-teacher interviews tonight, and despite only having TWO from my Year 10 class book and turn up, I have stayed to support my staff. I am exhausted, so blog I was going to write will have to wait.
On the up side - the two who did come from my Year 10 class were both focus students in my inquiry (not that they know that)!
Monday, 28 July 2014
Almost forgot… :-)
I almost forgot to say… Look what I achieved today!! On my way to looking at exams to become a Google Educator :-)
I helped my DP at staff meeting - I am all for helping others to up-skill, where I have knowledge that I can pass on. So we looked at the Basic Exams for Google for Education, twitter and TweetDeck, blogging for teacher reflection, and a brief look at how I have used Doctopus (Google Doc add-on).
Until tomorrow :-)
I helped my DP at staff meeting - I am all for helping others to up-skill, where I have knowledge that I can pass on. So we looked at the Basic Exams for Google for Education, twitter and TweetDeck, blogging for teacher reflection, and a brief look at how I have used Doctopus (Google Doc add-on).
Until tomorrow :-)
Teaching Inquiry - Getting a baseline
So, today I got together most of my baseline data for my focus students, for my teaching inquiry. (I have one more test to do, plus student voice.)
I am focusing on 5 students in my Year 10 class, 2 males and 3 females. They all identify as Maori. (Stats for the class: 19 students, 11 females, 8 males, 9 in total identify as Maori (47%) - 3 males and 6 females.) The focus students are also all performing below (if not well below) Level 5 of the NZC across all areas (mostly), which is where a Year 10 student should be. (See data table below for initial baseline data.) All 5 students are also currently not working at a level that will prepare them for achieving in NCEA Level 1, across all subjects - this is based on 'Junior Certificate' data, tracking, and predictions, that our school also focuses on alongside academic achievement. The Junior Certificate is based around the NZC Key Competencies.
Notes for the above data:
e-asTTle - the above e-asTTle results need to be taken with a grain of salt. Many students in this particular class (including many above) openly admitted to just picking random answers on the test; one student above even admitted that he did not read the passages OR the answers, and just randomly picked. However, this is one of the data measures, and is reasonably accurate (in terms of where I would think they would be). Student B, who scored at a 4P, is one of the students who did not try during the test.
ARB #1 (Term 2) - Student D was stood down when this test was given, and Student E was absent. The Assessment Resource Bank test was a Level 5 test (where students should be at) and tested the Making Meaning strand of the English curriculum (Reading) - essentially it tested the students' Reading Comprehension levels (do they understand what they read). There were a range of questions to answer after reading an article, ranging from 'very easy' to 'difficult'. The test was marked out of 9.
ARB #2 (Beginning of Unit) - I will update this when the students have completed this test.
Writing Creatively and Writing Formally - students were judged, through a range of 'portfolioed' writing, at what level they were working (based on the NZC). As mentioned, they should be at Level 5 of the NZC. This is an Overall Teacher Judgement (OTJ) based on a range of their work, including formative assessment work. These writing areas look at a student's: ideas, structure, use of language features, and understanding of audience and purpose. Students could be given: well below, below, at, or above.
Responding to Text - again, this is based on an OTJ, judged from a range of student work and where they are performing. It specifically looks at how a student responds to texts, both written and visual, both studied in class and read for personal reading. It looks at a student's understanding of: ideas, structure, use of language features, and audience and purpose. This area also includes reading comprehension-type tasks.
The following are sample pages of the focus students' work:
Student A
I am focusing on 5 students in my Year 10 class, 2 males and 3 females. They all identify as Maori. (Stats for the class: 19 students, 11 females, 8 males, 9 in total identify as Maori (47%) - 3 males and 6 females.) The focus students are also all performing below (if not well below) Level 5 of the NZC across all areas (mostly), which is where a Year 10 student should be. (See data table below for initial baseline data.) All 5 students are also currently not working at a level that will prepare them for achieving in NCEA Level 1, across all subjects - this is based on 'Junior Certificate' data, tracking, and predictions, that our school also focuses on alongside academic achievement. The Junior Certificate is based around the NZC Key Competencies.
Level 5 NZC - OTJ
|
||||||
e-asTTle
|
ARB
|
Writing
Creatively
|
Writing
Formally
|
Responding to
text
|
||
Student A
|
Male
|
3B
|
4
|
Well below
|
Well below
|
Well below
|
Student B
|
Female
|
4P
|
2
|
Below
|
Below
|
Well below
|
Student C
|
Female
|
3P
|
4
|
Below
|
Below
|
Below
|
Student D
|
Male
|
3B
|
-
|
Below
|
Well below
|
Well below
|
Student E
|
Female
|
3A
|
-
|
Below
|
Below
|
At
|
Notes for the above data:
e-asTTle - the above e-asTTle results need to be taken with a grain of salt. Many students in this particular class (including many above) openly admitted to just picking random answers on the test; one student above even admitted that he did not read the passages OR the answers, and just randomly picked. However, this is one of the data measures, and is reasonably accurate (in terms of where I would think they would be). Student B, who scored at a 4P, is one of the students who did not try during the test.
ARB #1 (Term 2) - Student D was stood down when this test was given, and Student E was absent. The Assessment Resource Bank test was a Level 5 test (where students should be at) and tested the Making Meaning strand of the English curriculum (Reading) - essentially it tested the students' Reading Comprehension levels (do they understand what they read). There were a range of questions to answer after reading an article, ranging from 'very easy' to 'difficult'. The test was marked out of 9.
ARB #2 (Beginning of Unit) - I will update this when the students have completed this test.
Writing Creatively and Writing Formally - students were judged, through a range of 'portfolioed' writing, at what level they were working (based on the NZC). As mentioned, they should be at Level 5 of the NZC. This is an Overall Teacher Judgement (OTJ) based on a range of their work, including formative assessment work. These writing areas look at a student's: ideas, structure, use of language features, and understanding of audience and purpose. Students could be given: well below, below, at, or above.
Responding to Text - again, this is based on an OTJ, judged from a range of student work and where they are performing. It specifically looks at how a student responds to texts, both written and visual, both studied in class and read for personal reading. It looks at a student's understanding of: ideas, structure, use of language features, and audience and purpose. This area also includes reading comprehension-type tasks.
The following are sample pages of the focus students' work:
Student A
Student B
Student C
Student D
Student E
So, two more aspects of my baseline data to sort. We should be starting the unit at the beginning of next week (all things going to plan). Fingers crossed!
Sunday, 27 July 2014
A whirlwind weekend
So, one of my goals this year was centred around technology, and using Google Docs with my classes. I jumped all in, well mostly - perhaps a foot still out. I set up, with three out of my four senior classes, all assessments via Google Docs. So far, this has been working out FANTASTICALLY! No more not handing work in when it's due - it's there and ready to see. No more losing bits of paper - this is almost fail-safe, in terms of saving every few seconds. I have been able to monitor students' progress, making comments as they go. I can track their revision histories, helping to make sure that they are writing their own work. It has even meant that hand in times do not have to be during class time.
I do still get some initial drafting to be completed under teacher supervision. In some cases I have been lucky enough to be able to do this in a computer lab, and therefore on Google Docs. In other cases, we have done some initial drafting by hand (God forbid), and then working on later versions on Google Docs.
I have been able to track when students have been working on their work, and at times have had some back-and-forth conversations on students' Google Docs a bit later in the night. It is so convenient that both the students and I can hope on when we have the time.
A friend of mine recently directed me to Doctopus - a Google Add-on that can be useful in organising student folders, and for the sharing of documents with ease. And I DID IT! I managed to start using it this weekend. I already had my folders organised, but with Doctopus I was able to share out a single document to all students individually, without needing to create 20-odd separate documents like I had been doing previously. Folders are also automatically created when I can upload, or create, documents where students can only view, or where they can all edit the same document. This is going to be EXTREMELY useful!
I have also created a Google Form for an initial evaluation for my Year 10s, before they begin the unit I created for my inquiry.
Now just to get them into a computer lab! (They are not really students who would do this in their own time, at home. Some also may not have internet access. Therefore, the easiest way is going to be to all do it at once, during class time.)
I have looked into becoming a Google Educator, with the goal to look at applying for the Google Teacher Academy next year. I am going to aim to complete my exams during the next holidays.
I have started following more people on twitter, have downloaded Tweetdeck onto my Macbook and set it up, and have even tweeted someone and used a hashtag! Next steps: get actively involved in #edchatnz and #engchatnz.
Not to mention I have also commented on Year 11 Creative Writing drafts (via Google Docs), Year 13 Connections planning (not quite yet on Google Docs - but their reports will be), check marked Year 11 Formal Writing, re-organised my USBs, created this blog, created Year 11 and 12 'Extra Credit' booklets for Personal Reading, and am about to comment on Year 13 Writing portfolio work (via Google Docs, of course :-)) and mark some Year 12 and 13 literature essays (which have Google Doc Learning Logs). Well, maybe the last two might spill over to tomorrow.
I do still get some initial drafting to be completed under teacher supervision. In some cases I have been lucky enough to be able to do this in a computer lab, and therefore on Google Docs. In other cases, we have done some initial drafting by hand (God forbid), and then working on later versions on Google Docs.
I have been able to track when students have been working on their work, and at times have had some back-and-forth conversations on students' Google Docs a bit later in the night. It is so convenient that both the students and I can hope on when we have the time.
A friend of mine recently directed me to Doctopus - a Google Add-on that can be useful in organising student folders, and for the sharing of documents with ease. And I DID IT! I managed to start using it this weekend. I already had my folders organised, but with Doctopus I was able to share out a single document to all students individually, without needing to create 20-odd separate documents like I had been doing previously. Folders are also automatically created when I can upload, or create, documents where students can only view, or where they can all edit the same document. This is going to be EXTREMELY useful!
I have also created a Google Form for an initial evaluation for my Year 10s, before they begin the unit I created for my inquiry.
I have looked into becoming a Google Educator, with the goal to look at applying for the Google Teacher Academy next year. I am going to aim to complete my exams during the next holidays.
I have started following more people on twitter, have downloaded Tweetdeck onto my Macbook and set it up, and have even tweeted someone and used a hashtag! Next steps: get actively involved in #edchatnz and #engchatnz.
Not to mention I have also commented on Year 11 Creative Writing drafts (via Google Docs), Year 13 Connections planning (not quite yet on Google Docs - but their reports will be), check marked Year 11 Formal Writing, re-organised my USBs, created this blog, created Year 11 and 12 'Extra Credit' booklets for Personal Reading, and am about to comment on Year 13 Writing portfolio work (via Google Docs, of course :-)) and mark some Year 12 and 13 literature essays (which have Google Doc Learning Logs). Well, maybe the last two might spill over to tomorrow.
Saturday, 26 July 2014
Teaching Inquiry 2014 - Background
A 'Teaching Inquiry' is going to contribute towards my teaching reflection. It just so happens to also be part of our appraisal process at school.
There are so many things that I wanted to base my inquiry around. However, I have a low ability Year 10 class, who are seemingly disengaged (on the whole), particularly in English. They do not seem inspired to learn anything new, and almost do not see the point. Most of them HATE reading, or at least profess to. As part of our course, we have a Written text unit to study. Normally, a whole class would study the same novel/short story/poetry together. However, I just do not think that would work with this class. They are all at such differing levels, and like I said, most do not seem engaged in reading.
So, I have decided to base my inquiry around creating a project-type-based unit (NOT the PBL I have been reading about, and am investigating and researching for future teaching, but more of a student project of a range of activities), where in pairs they will study a novel/short story chosen by the pair's 'leader', working through a range of project activities. The project is titled 'Beginning to Read to Succeed'. By individualising the learning, offering choice for students to take responsibility for their learning, and making a 'project-type' unit, I am hoping to increase students' levels of engagement in both English and reading, and improve their levels of literacy, which are currently very low (many working well below the curriculum level they should be at).
Watch this space :-)
There are so many things that I wanted to base my inquiry around. However, I have a low ability Year 10 class, who are seemingly disengaged (on the whole), particularly in English. They do not seem inspired to learn anything new, and almost do not see the point. Most of them HATE reading, or at least profess to. As part of our course, we have a Written text unit to study. Normally, a whole class would study the same novel/short story/poetry together. However, I just do not think that would work with this class. They are all at such differing levels, and like I said, most do not seem engaged in reading.
So, I have decided to base my inquiry around creating a project-type-based unit (NOT the PBL I have been reading about, and am investigating and researching for future teaching, but more of a student project of a range of activities), where in pairs they will study a novel/short story chosen by the pair's 'leader', working through a range of project activities. The project is titled 'Beginning to Read to Succeed'. By individualising the learning, offering choice for students to take responsibility for their learning, and making a 'project-type' unit, I am hoping to increase students' levels of engagement in both English and reading, and improve their levels of literacy, which are currently very low (many working well below the curriculum level they should be at).
Watch this space :-)
Welcome
Welcome to my blog about my journey of teaching, motivating, inspiring, and empowering - students, and maybe even teachers.
I have taught English for a number of years now, in two very different schools.
We are moving into a new age, a technological age (although I think we may already be there), and as such as teachers we need to think about keeping up with the Jones' (so to speak). I believe it is also an important part of teaching to reflect on what we are doing, and why we are doing it, in order to improve ourselves and to help the students in front of us the best that we can. I hope to use this blog to reflect on my teaching, and to help myself become a better teacher for those in front of me each year. Along the way I know there will be ups and downs, as there is with everything.
What I say here are my own opinions, and are not reflective of any organisation I am (or will be) associated with.
So welcome along for the ride. :-)
I have taught English for a number of years now, in two very different schools.
We are moving into a new age, a technological age (although I think we may already be there), and as such as teachers we need to think about keeping up with the Jones' (so to speak). I believe it is also an important part of teaching to reflect on what we are doing, and why we are doing it, in order to improve ourselves and to help the students in front of us the best that we can. I hope to use this blog to reflect on my teaching, and to help myself become a better teacher for those in front of me each year. Along the way I know there will be ups and downs, as there is with everything.
What I say here are my own opinions, and are not reflective of any organisation I am (or will be) associated with.
So welcome along for the ride. :-)
Subscribe to:
Posts (Atom)