RPI Day 3

 Todays session looked at texts, and text selection. 

Key points for me were: 1) Choosing the texts, based on how the learners have been grouped. This also had the idea of Mirrors/Windows/Sliding Doors (a concept from Rudine Sims Bishop Link) where the learner can see themselves in what they are reading, but are also introduced to new ideas and things outside their experiences. 

2) Building text sets, based around an anchor text. Within this set, try to include a variety of text types - multi-modal, with plays/poems/audio/video/etc available. Also consider vocabulary, and try to provide a range.

3) Thinking about the wider reading programme and how it is being run at the moment, especially around their personal reading time - how to encourage actual reading, and how to monitor/support and involve family/whānau in this.

These are the 3 main areas I will be focusing in the weeks ahead.

RPI Day 2

It was a very interesting day. 

First I found out, after all these years, how much I did not know about the information that PAT testing can provide. It is able to identify learning areas that can change the way children are grouped, to focus on a skill rather than their ability to read. I know there are other tests that do this, but PAT is quick and easy and provides a snapshot for the beginning of the year, while finding time to do others can be difficult. 

The Teacher Workbook that was shared with us is a fantastic way to have all the reading information for the class in one place. Thanks to whoever designed and put it all together. It was a bit overwhelming when I was taken through it at first, but I can see that it would not take much to maintain once it is set up.

All in all, a very informative day. I have quite a 'to do' list that I will have to go through and prioritise. And then, of course, try to work through.

 RPI

I worked through the reading profile survey with a group of students. My 'take away' from this survey are that the children are positive about reading, they know what they like to read about, they understand it is important, and they want to get better at "reading the words".

The following graph shows how often they borrow books from the local public library. The 70% who do are a credit to the local library which used to visit the school regularly last year and issued many of the children with their own library card.

It was also good to see how many of the children were currently reading a book for enjoyment.

The survey itself was a bit tough for a large group to work through, and so this might be something I have to work on with much smaller groups or even individuals. I am also thinking of doing this survey each term - to reinforce that reading is important, and to show the children (when we discuss the results) that their view of reading is very important also.

 I had my first session today in the Manaiakalani Reading Practice Intensive course with Naomi, Georgie and Anna.

Day 1 was Reading is Core to Learning. The main headings were: What characterises a 'good reader'? teachers as readers, reading across the curriculum, the importance of discussion about text and how to grow 'good readers'. There was a lot of information and I will need to go back over some of the main points in my own time. 

One of my big takeaways from the day was when I saw the prompt "What did I learn that could be used with my learners?" After looking at the reading survey I will try and dig deeper into their view of reading, and try and find out what helps and what holds them back. I am hoping that by gathering student voice it will help me to understand where the children are at and what I can do to help grow their enjoyment of reading.

DFI 9

 The final session today. 

I am really pleased to have been part of the face-to-face DFI. The facilitators have been very patient and understanding, running a very inclusive classroom. They have explained all the areas covered well, and answered everyone's questions.

The last 8 weeks have shown me so much that initially I was a bit swamped by it all. I have enjoyed finding out about all the programmes and apps available and have appreciated the chance to explore them. Now I just have to work out what works for me, what I feel comfortable using and what is going to provide the best ‘hook’ for the children. I am glad that we have access to the rewindable learning notes, so I can look back and find out how to do the things I have forgotten.

It has been interesting to hear about the Manaiakalani journey. The fact it has come so far without any/much MOE involvement is probably quite a telling point.

I will be trying to incorporate some of my new learning into my planning, and hopefully find the children "Hooked", and excited about some of the things they can do.

DFI 8

 A big day with Computational Thinking and Designing and Developing Digital Outcomes with OMGTech. Lots of resources that are suitable for in the class. Had a go at a Pick a Path on Twine.

I can see it producing an interesting final product, but it took some time to get my head around the coding needed.

OMGTech also had some really interesting ideas about modern day, ethical use of coding with Big Dog, Sophia, Clearview AI. A bit scary to think what could happen with some of these.

I think I prefer the idea of reading 5+ a day texts, and talking to the children.

 

 

DFI7

 Data from WFRC shows the effect of learning being ubiquitous - where learning opportunities are available anytime, anywhere, at any pace, from or for anyone. This is one of the important features of Manaiakalani, where a big focus has been on ensuring all learners have access to their own device to expand and accelerate their learning opportunities. 

We tried a digital dig on Chromebooks and used Explain Everything on the ipad. I can see Explain Everything as a good way of children sharing their ideas and learning with others, especially recording them talking through their learning.

Later in the day I tried to use Workspaces on Hapara to create some learning activities. This did not go well, and it is doubtful if this will be a method of setting up work for my class. I think that for me there are other, quicker ways.