I have started to collect data on my learners.
This graph shows the ethnic groups of the students in my year 12 class.
In 2022, my level 2 class was a mix of abilities that proved a challenge to motivate. Understandably with the issues around attendance, it was hard to get a flow on so many of my kids would come back to class and have to be retaught the context and skills to write for their assessments.
There is also a big transitional adjustment in attitude and demeanour from level 1 to level 2. Level 2 is a huge step up from level 1 and I wonder if it comes from a lack of preparation in level 1 or a lack of interest in the learning in level 2 that causes students to be unmotivated to complete their writing assessments.
My level 2’s also failed in their exams to achieve the results I expected them to and I feel part of it was the lack of engagement and interest they had in the topics we had studied but also the lack of preparation we had in practice writing for the exam.
I will be looking at profiling my level 2 class to see what the learning needs are in the class.
From what I know about my level 2 class, they are a strong mostly academic bunch who are quite focussed and articulate. Many of them are in charge of their learning and some of them have strong personalities. There are a number who are quiet achievers but there are also students who struggle with the literacy aspects of the course already and I can see that is a challenge.
Our school goal number 3 focuses on improving literacy for different groups of students so that would support my inquiry focus so I am hoping to look at improving writing in my level 2 class as a focus as it will benefit them in their learning more.
A designed change I hope to see is a desire for my students to push themselves to write in depth and comprehensively at merit and excellence level's through engaging and meaningful contexts.
For my initial inquiry around utilising the Tātaiako as my platform for teaching, I had talked to my principal Soana Pamaka about her thoughts on my inquiry focus. She was happy with the focus and asked to ensure I discussed my inquiry with our Māori department who could offer me further support. I made clear links to our school goal number 1, that discusses raising the cultural visibility and achievement of our Māori students.
I discussed my inquiry with Dr Jannie who shared the following:
I have been having ongoing discussions with our Māori department staff Whaea Ruiha and Matua Harley. They have been encouraging me to ask questions and to share any queries that I have with them. They have invited me to work alongside them as I build my inquiry.
I am planning to share my inquiry with my senior students as I would like to collaborate with them strategies that will support their learning.
After some discussion with my COL colleagues, I can see a need to focus on an aspect of student learning that needs to be front and centre and for me, writing is a challenge in my level 2 classroom. This is something that has long been an issue in Social Studies and I hope that combined with my teaching as inquiry intention, it will be addressed.
Today we had our first COL meeting at Pt England school for the year.
Here are some of the key points I took from the meeting.
What do we need most in 2023 … in a year of greater certainty?
What is my goal using the data?
John Hattie teaching to the north east (I am going to look this up further)
We have to move kids in a good direction.
Flooding video - adaptive and calm and example to all of us. We live in a community of chaos.
How can i be an adaptive expert that give kids confidence that they are safe and can be the best that they can be.
A good inquiry is one that everyone can do at any school.
Be gut wrenchingly honest about the problem
At this meeting, there was an opportunity to connect with other COL teachers about inquiries that they were doing. We got 20 minutes to meet and I connected with Robyn and Dianne from Panmure Bridge and Christine from Glen Taylor. We were able to share what we thought could be a good inquiry and wanted to stay connected. We did this through sharing an email later in the day.
The purpose of this post is to briefly outline the inquiry that I am hoping will lead my 'Within school's COL' journey this year.
The What:
The focus:
The problem I see at the moment with student learning in my level 2 class is linked to writing. Last year, my level 2's struggling with the heavy emphasis on writing for their assessment and there are a number of reasons why. I am really interesting in a link to whether cultural responsive practice in the classroom can support student achievement and in this case writing. If the students saw themselves in the contexts but also in the way I approached them and their learning, will they be able to write and write well?
My teaching inquiry will look at...utilising the competencies from the Tataiako to support and develop responsive practices for teaching our Māori students. I will to fine tune my inquiry as I gather evidence and collect data to allow me to hone in on important learning outcomes.
The Why:
I have explored Pasifika achievement in teaching and learning around the Tapasā and have enjoyed the challenges and the rewards it that it has bought. One area that I know I need and want to focus on is how to support my Māori students in utilising the equivalent of the Tapasā, the Tataiako to support my Māori learners and how to use aspects of the competencies in my practice.
I started to think about which class would benefit the most and decided that I would focus on my year 10 Social Studies class. But as I began to look at the aspects of the Tataiako more closely, there were a few aspects that made me wonder if my senior students would reflect and articulate their responses towards the competencies more clearly than my junior students. I also have a really excitable year 12 class full of different personalities and abilities so I've decided to use my year 12 class and specifically my Māori students, as my inquiry group.
Quick Reflection:
My next step is to talk to experts and colleagues who can give me advice around my inquiry.
In our learning, we used the SQ3R model to help guide students through their reading. I have taught the specific model before and today I ...
