tag:blogger.com,1999:blog-46536633920780262022024-03-29T16:30:06.719+13:00Wiseman's WordsLearnings, musings, and reflections from a classroom teacherMr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.comBlogger77125tag:blogger.com,1999:blog-4653663392078026202.post-27771910177368278602023-09-12T14:07:00.003+12:002023-09-12T14:07:57.249+12:00Reading Practise Intensive - Day 9 Sharing<p>The 9th, and final day, of the Reading Practise Intensive was just as informative as the others. My big takeaway and challenge was around feedback and feedforward. </p><p style="text-align: center;"><span id="docs-internal-guid-ee11b1b3-7fff-7c17-5a71-3ec659048823"><span style="font-family: Arial, sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="border: none; display: inline-block; height: 351px; overflow: hidden; width: 602px;"><img height="351" src="https://lh6.googleusercontent.com/VmSZPzxSiaekhjx4DgXbz8LGwmyEe5RV-LgZWzJ9-C6nTgxj7hN-lc0zXlfA9KhZqwjvqZ6nBFdQdLPBJDUsFSXIsYFQeZo2AD-jQ2JpZefI-8E25Szbar1bM4jQavarZJTtqQK1BUNHt_IT8vrDqwk" style="margin-left: 0px; margin-top: 0px;" width="602" /></span></span></span></p><p style="text-align: left;">More specifically, am I providing my students with <i>effective</i> feedback and feedforward. Currently most of my feedback is done verbally, however this isn't rewindable for the students. One of the barriers to giving written feedback is the time it takes to access the students work to then leave a comment. My next step is to set up a system where this can be done in a way that is systematic yet sustainable. </p><p style="text-align: left;">Another point of interest was getting students to share what they are reading and working on with their whanau. I like the idea of getting the students to talk with a family member about their reading as part of a follow up task, for example, </p><p style="text-align: left;">"Responding to a discussion point from the week’s text(s)<i> </i><i>Talk to a family member about a time when… </i>Record your response on this slide".<i> </i></p><p style="text-align: left;">I suspect (hope) having it included in the follow up task will increase the likelihood of it happening. It's also reasonably simple and easy to do but nevertheless includes whanau. </p><p style="text-align: left;">Over the next few weeks I will give my student's the same reader survey I gave them at the start of the year. It will be interesting to see the results and how they compare. Watch this space. </p>Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com1tag:blogger.com,1999:blog-4653663392078026202.post-14813079217520925632023-08-22T14:37:00.002+12:002023-08-22T14:39:39.872+12:00Reading Practise Intensive - Day 8 Reflection<p>CREATE, CREATE, CREATE was the focus of today's Reading Practise Intensive session. </p><p>If I'm honest, recently I have not been using create tasks as frequently or effectively as I used to. Today was a great reminder of the way a well planned create task, can engage and empower children and help embed the learning for them. </p><p>One barrier to create tasks is the amount of time they take, however today we were introduced to some short create tasks that could be completed in 1 or 2 sessions. I am intrigued by these and look forward to using them, and others like them, in the coming weeks.</p><p><br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjZ4Y2TbI9Ss9oZvufj53KAYk-tWcALmE3cDnLW4PxeYkmFxnnukjwq2M1fzxXTRBc7hQjEPClZb_EQ_gKh2ZgVlm8o-qiv5slh5JXFXQOyvuPgdXFj7mvRK3DCpfUUmG3u_CzKh9LlSZpLEAvYBQBtz7SHCIuAXnC5ABzUqZwXewzX68AJiOJ-jrkgxyg" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="1272" data-original-width="2582" height="202" src="https://blogger.googleusercontent.com/img/a/AVvXsEjZ4Y2TbI9Ss9oZvufj53KAYk-tWcALmE3cDnLW4PxeYkmFxnnukjwq2M1fzxXTRBc7hQjEPClZb_EQ_gKh2ZgVlm8o-qiv5slh5JXFXQOyvuPgdXFj7mvRK3DCpfUUmG3u_CzKh9LlSZpLEAvYBQBtz7SHCIuAXnC5ABzUqZwXewzX68AJiOJ-jrkgxyg=w410-h202" width="410" /></a></div><p><br /></p>Another aspect that caught my attention was the idea of children working collaboratively and placing themselves inside the create task, e.g their image or voice. I have done this in the past with children, writing and recoding raps/songs together, however this took a while. I am keen to explore shorter create tasks where children work together and have themselves inside it - much like the image below. <p></p><p><br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjO9njQywjf3u8iGVkIgqJ-GG_Bu99iApRMZflj8Rt9G-2lHNrH6r33GGmKqzLS5lNPrew2XhaYzMp9FaEmP_H6TvLV-thhewagFaOE9uyYN23bFoFNfoKdCxr1-RwMWAPFPKd8kTkEy9Mr6bOniHvxaOS3V0mfBSwJBY3XWzE1On5Rj8iTX9TRrhsxKJk" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="726" data-original-width="1074" height="216" src="https://blogger.googleusercontent.com/img/a/AVvXsEjO9njQywjf3u8iGVkIgqJ-GG_Bu99iApRMZflj8Rt9G-2lHNrH6r33GGmKqzLS5lNPrew2XhaYzMp9FaEmP_H6TvLV-thhewagFaOE9uyYN23bFoFNfoKdCxr1-RwMWAPFPKd8kTkEy9Mr6bOniHvxaOS3V0mfBSwJBY3XWzE1On5Rj8iTX9TRrhsxKJk" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">All in all this session gave me a lot to think about and has given me the shake up I needed to plan some amazing create tasks for my kids - my goal is make this sustainable.</div><br /> <br /><br /><p></p>Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com1tag:blogger.com,1999:blog-4653663392078026202.post-24451980711091810982023-08-07T15:17:00.005+12:002023-08-07T15:26:53.663+12:00Teaching Inquiry update<p> This year my inquiry focus question is: </p><p style="text-align: center;"><i>How can I develop the dialogic discourse ability of my children so they can freely engage in discussions about a text and what effect will this have on their vocabulary and comprehension?</i></p><p style="text-align: justify;"><span style="text-align: left;">Check out </span><a href="https://robwiseman.blogspot.com/2023/03/inquiry-focus-2023.html" style="text-align: left;">this post </a><span style="text-align: left;">to see my in initial problem and wonderings.</span></p><p style="text-align: justify;">From conversations with my students I learned that their hesitancy to participate in open discussions about text came down to this:</p><p style="text-align: justify;"><b><u>They're not used to it so therefore don't know how</u></b></p><p style="text-align: justify;">What they <i>are</i> used to is talking to the teacher then waiting for the teachers response to validate what they said before moving on. I found this really fascinating. As teachers, we say we want a class that can have robust discussions about text yet, very early on, a child learns that they can only speak at the appropriate time, often needing to raise a hand first then being called upon by the teacher. I wonder if in an attempt to create an environment that is controlled and calm I have somehow stifled my students ability to speak freely and share their opinion? </p><p style="text-align: justify;">Moreover, the children are more accustomed to speak mainly to answer the teacher's questions. They speak to have their response validated from the teacher. Therefore they speak to the teacher. The idea of speaking to a group of their peers, actively listening, asking questions of others is novel to them and therefore needs to be explicitly taught.</p><p style="text-align: justify;">With this learning I set out to explicitly teach my children how to have robust discussions. Initially the discussion were minimal and awkward but having used the ground rules for talk (see image below) to focus and direct our discussion we have slowly improved and are now at the stage where the children are engaging more willingly and freely. </p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKvpOBibKARXjKY_u1BD4lZbxed8t5pLLL0cGCEn0yUVUkwxtI_j8CQGEeAvjeG2gDd_cbD3Wg48meas7xMuI9fqmfcHA0qhlGk-QMtGKgqgPde_fwIzVRtDt-xB2hwlnXBqewFuZxy6J11KoBkq9ZFOg9fRSfv6Dur4uX5ihy4bPAHNdS_OJ-2PleQ6o/s2646/Screenshot%202023-08-07%20at%2015.23.25.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1434" data-original-width="2646" height="257" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKvpOBibKARXjKY_u1BD4lZbxed8t5pLLL0cGCEn0yUVUkwxtI_j8CQGEeAvjeG2gDd_cbD3Wg48meas7xMuI9fqmfcHA0qhlGk-QMtGKgqgPde_fwIzVRtDt-xB2hwlnXBqewFuZxy6J11KoBkq9ZFOg9fRSfv6Dur4uX5ihy4bPAHNdS_OJ-2PleQ6o/w474-h257/Screenshot%202023-08-07%20at%2015.23.25.png" width="474" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><b><u>Gamification</u></b><p></p><p style="text-align: justify;">To encourage the children in engage in discussion I turned our discussions into a game. Collectively the children were given 3 lives. If the conversation stalled for more than 10 seconds, and I had to intervene, they lost a life. This was a fun way to encourage the children to talk and it worked wonderfully. We are now at the stage where we no longer need the game although every now and then we still do it because the kids enjoy it. </p><p style="text-align: justify;"><u><span style="text-align: left;"><b>Authentic</b></span><b> conversation</b></u></p><p style="text-align: justify;">One of the challenges, which is ongoing, is keeping the conversation authentic. While the children talk sometimes they aren't really listening to each other or asking questions of each other genuinely. Rather, they ask questions, invite others to speak, to put pressure on them or to be silly. To combat this we have ongoing conversations and reminders at the start of the discussions. As the children have got more used to discussions the silly questions are reducing but it's a work in progress.</p><p style="text-align: justify;"><b><u>Where are we at now</u></b></p><p style="text-align: justify;">Discussion around text are now common place in my reading program and my kids are now used to it. They engage with the provocation and are speaking more willingly and freely. At the start of a session the children pick one of the rules to focus on and try to implement that. The hardest rule to initiate is 'asking others questions' but they are making progress. I often remind my children that this is a hard one to do and even a lot of adults are poor at this :).</p><p style="text-align: justify;"><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEje9W2fG3NbkSJppznxoj5DfNDiuBYbhwqD7BvFN7k_5kMdZiVoV4iqCGRhC3D_UP_QrkKsvB3beCF6UGbay6kNbYyCshFI0rzNJ1Zj6euV7QJJ522WnIA-lKRzj0QTNxSwknRvkgEfaAQYkkCTCxogCdckImt6f2p_5iH-SbOM87_KJnQekZLY_bY2NOQ/s1818/Screenshot%202023-08-07%20at%2015.03.36.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="920" data-original-width="1818" height="237" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEje9W2fG3NbkSJppznxoj5DfNDiuBYbhwqD7BvFN7k_5kMdZiVoV4iqCGRhC3D_UP_QrkKsvB3beCF6UGbay6kNbYyCshFI0rzNJ1Zj6euV7QJJ522WnIA-lKRzj0QTNxSwknRvkgEfaAQYkkCTCxogCdckImt6f2p_5iH-SbOM87_KJnQekZLY_bY2NOQ/w468-h237/Screenshot%202023-08-07%20at%2015.03.36.png" width="468" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">After our discussion the children quickly reflect on how they did in their discussion and how well their group did. This does not take long but has been useful in helping children progress.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnZoUlB3jKVHSzO7v22k5IwTV5m3CyMp7WvXM8z_a5LNH8rCUrQc_Kip-ghN4D_CLat0wisdIJ5kByoYotzERoz-QD4CtExodl_rF89VmHwrCBTDcyljfdkOdvCpT1wd9w_oZYUDrzUHXHiOEoTnQqG4avQ7vejZcSAi-PNqwW-wv7JIMWSTVIbAYoKi0/s2582/Screenshot%202023-08-07%20at%2015.10.18.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1470" data-original-width="2582" height="276" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnZoUlB3jKVHSzO7v22k5IwTV5m3CyMp7WvXM8z_a5LNH8rCUrQc_Kip-ghN4D_CLat0wisdIJ5kByoYotzERoz-QD4CtExodl_rF89VmHwrCBTDcyljfdkOdvCpT1wd9w_oZYUDrzUHXHiOEoTnQqG4avQ7vejZcSAi-PNqwW-wv7JIMWSTVIbAYoKi0/w486-h276/Screenshot%202023-08-07%20at%2015.10.18.png" width="486" /></a></div><br /><p style="text-align: justify;"><b><u>Where to next</u></b></p><p style="text-align: justify;">My children's next steps involve having the discussion and reflecting independently. Currently I'm still overseeing the discussion and jumping in when needed however this is getting less and less and i'm confident the children will be doing this independently soon. </p><p style="text-align: justify;"><br /></p><p style="text-align: justify;"><br /></p><p style="text-align: justify;"><span data-sheets-userformat="{"2":47827,"3":{"1":0},"4":{"1":2,"2":16711680},"7":{"1":[{"1":2,"2":0,"5":{"1":2,"2":0}},{"1":0,"2":0,"3":3},{"1":1,"2":0,"4":1}]},"9":1,"10":1,"12":0,"14":{"1":2,"2":16777215},"15":"Raleway","16":8,"18":1}" data-sheets-value="{"1":2,"2":"learning Focus"}" style="color: white; font-family: Raleway, Arial; font-size: 8pt; font-style: italic; text-align: center;">learning Focus</span></p><p style="text-align: left;"><br /></p>Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com0tag:blogger.com,1999:blog-4653663392078026202.post-69402502084296107582023-08-01T14:45:00.000+12:002023-08-01T14:45:38.597+12:00Reading Practise Intensive - Day 7 reflection<p style="text-align: left;">Day 7 was all about THINKING. In particular 'higher order thinking' (HOT) and how we can get our students thinking more critically.</p><p style="text-align: left;">I found the image below helpful in understanding the various levels of thinking. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW9jdYZMjxU9MS1rWB1WlUfrw64eiZ7f56Wk3PP3KCTWHdrEDh1XE8Y4GK09Ys-ga9YCbnwKt5rRJgDl1hiQF5BZFeDBs7WVfcovJbhIvl-pzgdBw2ltCZ4wh6CA7GpkAGwHH6EqCyn0diOMSIywp2s1Y1w6AKDnl-MmMkriqgAl6uLFdRIy7dwM_nhRI/s934/Screenshot%202023-08-01%20at%2014.22.40.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="456" data-original-width="934" height="261" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW9jdYZMjxU9MS1rWB1WlUfrw64eiZ7f56Wk3PP3KCTWHdrEDh1XE8Y4GK09Ys-ga9YCbnwKt5rRJgDl1hiQF5BZFeDBs7WVfcovJbhIvl-pzgdBw2ltCZ4wh6CA7GpkAGwHH6EqCyn0diOMSIywp2s1Y1w6AKDnl-MmMkriqgAl6uLFdRIy7dwM_nhRI/w536-h261/Screenshot%202023-08-01%20at%2014.22.40.png" width="536" /></a></div><br /><p style="text-align: left;">My goal is to push my students beyond literal through to the interpretive and evaluative levels - Reading between and beyond the lines. While this already happens to some degree I was challenged to be more intentional in planning opportunities for higher order thinking</p><p style="text-align: left;">To do this I am endeavouring to use gritty texts that include critical literacy themes such as gender roles, social stereotypes etc and come up with HOT response to text follow up activities. These gritty texts will also provide great opportunities for robust extended discussion. </p><p style="text-align: left;">To support the outworking of this I want to use a digital modelling book (<i>see screenshot below</i>). I haven't used one before but I can see it's usefulness in recording children's thinking and responses in our guided reading sessions. </p><p style="text-align: left;"><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeExxbyCeTIAnWfIeSVuOxze1eSXplrjazlcIyEOjLJIc2g2_m3Jq978YCCKdjHJ1zGkVyQFxy_dxIf86aVh4AMS9f0VGvo475cC8ykPTT7F8ANWxxWP2fgo-0Rj1IMub5n9PHWQNrYAOpbJCHmwgrvrvCqJxCXH3-NOp9sa9m9Til-F2g4ehrSLibx2g/s2162/Screenshot%202023-08-01%20at%2014.41.48.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1154" data-original-width="2162" height="255" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeExxbyCeTIAnWfIeSVuOxze1eSXplrjazlcIyEOjLJIc2g2_m3Jq978YCCKdjHJ1zGkVyQFxy_dxIf86aVh4AMS9f0VGvo475cC8ykPTT7F8ANWxxWP2fgo-0Rj1IMub5n9PHWQNrYAOpbJCHmwgrvrvCqJxCXH3-NOp9sa9m9Til-F2g4ehrSLibx2g/w477-h255/Screenshot%202023-08-01%20at%2014.41.48.png" width="477" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibzGpQSnsigzSoJumdqlbX1CnJiDCHFMcTZ7tC-YbtbYBS-u1AsJoGFJuUQxtx9FAC25RHimvTxUbS3Z0IPAti3MUN_r0SzSpOlAhPyo3JiWIHUWA4ip7rMVAYCOwi5UTp47OCD1g3-uCIW-TsXsLzYRVPl2W6S-Mu414D9f14TGdezb7UJ7EHyUT7EdY/s2132/Screenshot%202023-08-01%20at%2014.42.04.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="726" data-original-width="2132" height="159" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibzGpQSnsigzSoJumdqlbX1CnJiDCHFMcTZ7tC-YbtbYBS-u1AsJoGFJuUQxtx9FAC25RHimvTxUbS3Z0IPAti3MUN_r0SzSpOlAhPyo3JiWIHUWA4ip7rMVAYCOwi5UTp47OCD1g3-uCIW-TsXsLzYRVPl2W6S-Mu414D9f14TGdezb7UJ7EHyUT7EdY/w466-h159/Screenshot%202023-08-01%20at%2014.42.04.png" width="466" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgm0pfXY-1lCVXPZGuSOffM0zEF8cjaeR8kSkbwmmx9Ym8vXgQ4f2lG0VBTKFTXEG7MPkrTyzRu02y2ZMuycWm7kkiNrsP3rRJIijpt4UALvzcWhuyEfwbzad7LZXExzlU9QZsQRizDMLM1wnmYn_w3xE9hNjBJH9C7XWV5HbbjuVLtNFocudokMi__Hw8/s2148/Screenshot%202023-08-01%20at%2014.42.14.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="696" data-original-width="2148" height="156" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgm0pfXY-1lCVXPZGuSOffM0zEF8cjaeR8kSkbwmmx9Ym8vXgQ4f2lG0VBTKFTXEG7MPkrTyzRu02y2ZMuycWm7kkiNrsP3rRJIijpt4UALvzcWhuyEfwbzad7LZXExzlU9QZsQRizDMLM1wnmYn_w3xE9hNjBJH9C7XWV5HbbjuVLtNFocudokMi__Hw8/w481-h156/Screenshot%202023-08-01%20at%2014.42.14.png" width="481" /></a></div><br /><p style="text-align: left;"><br /></p>Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com1tag:blogger.com,1999:blog-4653663392078026202.post-21446849342046868342023-06-20T14:45:00.000+12:002023-06-20T14:45:19.994+12:00Reading Practise Intensive - Day 6 Reflections<p>Day 6 of the Manaiakalani Reading Practise Intensive was all about vocabulary. </p><p>As the day went on quickly I realised how much more intentional I need to be about including specific and direct vocabulary teaching into my literacy program. It's not that it doesn't happen rather, it happens somewhat haphazardly. This is because, at the year 7 & 8 level, the notable gaps have had to do with comprehension so I have focussed on this and vocabulary has taken a back seat. It's time to put it into the front seat :).</p><p>I am particularly interested in doing morphology work with my kids, breaking words into their prefixes, suffixes, and root words and studying them. I think my kids would really enjoy it, and my hope is that this would instil the love of words and language in them.</p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5810xZEtNtXLt6lpanxjQnRe4zO_DjOXIMWT6wE4qRnZeYfODjZJOpVRrV60NrJ_w_oz9BBFkzZF3cQJAL7-c_e6LbEdvmQcFgQB1GFDRZ4puxWVImlTzYetDaBwOc8Qtq3EaUVbMtILfkVyjqgluLE1foMBiiTPZ-VVzlg7EH7psiEx8g4zB9Oe4FWY/s1848/Screenshot%202023-06-20%20at%2014.36.24.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1044" data-original-width="1848" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5810xZEtNtXLt6lpanxjQnRe4zO_DjOXIMWT6wE4qRnZeYfODjZJOpVRrV60NrJ_w_oz9BBFkzZF3cQJAL7-c_e6LbEdvmQcFgQB1GFDRZ4puxWVImlTzYetDaBwOc8Qtq3EaUVbMtILfkVyjqgluLE1foMBiiTPZ-VVzlg7EH7psiEx8g4zB9Oe4FWY/s320/Screenshot%202023-06-20%20at%2014.36.24.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div style="text-align: left;">Moreover, I would like to start using a word wall effectively. I have used them in the past, but they have tended to fall over for one reason or another. I am wondering how I can create and use one where the kids are engaging with it themselves. </div><div style="text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh10G7Ic_aSSD4QOpNKKZDn3YBQRf0LkXkujaEpp_ULZQE2GaGIuCY2bD6zfX5WzjOW1S5mVlxS-d0oCFuOhpjbOViWb4AuH6Sfp__78Db2mkJ3sP8k3D_f8Wn77pBmm4yyTrV4Crv-a3jop-wxNnLYZH4Ym3lJH4CPaMy0dXxBCz8oYJDXU9qH3z2nPH0/s1846/Screenshot%202023-06-20%20at%2014.40.38.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1038" data-original-width="1846" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh10G7Ic_aSSD4QOpNKKZDn3YBQRf0LkXkujaEpp_ULZQE2GaGIuCY2bD6zfX5WzjOW1S5mVlxS-d0oCFuOhpjbOViWb4AuH6Sfp__78Db2mkJ3sP8k3D_f8Wn77pBmm4yyTrV4Crv-a3jop-wxNnLYZH4Ym3lJH4CPaMy0dXxBCz8oYJDXU9qH3z2nPH0/s320/Screenshot%202023-06-20%20at%2014.40.38.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div style="text-align: left;">Lots to think about and I'm looking forward to getting into it!</div><div style="text-align: left;"><br /></div></div></div></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><br /></div><br /></div><br /><p></p>Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com1tag:blogger.com,1999:blog-4653663392078026202.post-80000825638894007392023-05-30T15:27:00.000+12:002023-05-30T15:27:11.839+12:00Reading Practise Intensive - Day 5 Reflection<p>As per usual, after another day of the Reading Practise Intensive I have much to think about. </p><p>A highlight was the idea of Read like Writers: Write like Readers. Where we get our students to imitate the writing style/tone etc of an author they have read. Much like an emerging artists would study and imitate a master artists. I suspect my students will really enjoy it am interested to see how my students will go with it. </p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiZOSCK5S0_0zXAzCtOIo_rXWPJDlpMK89HOaLlMpm21peEUsoxlmbL91HDkcXIrZP2y3GmJY32M_Z5hqYEXxuiFaqwLtzZlXnpWec7dmeo73WhsV5BYhI6YmKvb2sqx2mtnlA_6yd_qO7fCfEaZAQljbYKVWA4mmLldNl7hWDRVb3rvy21_RZWe16E" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="1062" data-original-width="1880" height="182" src="https://blogger.googleusercontent.com/img/a/AVvXsEiZOSCK5S0_0zXAzCtOIo_rXWPJDlpMK89HOaLlMpm21peEUsoxlmbL91HDkcXIrZP2y3GmJY32M_Z5hqYEXxuiFaqwLtzZlXnpWec7dmeo73WhsV5BYhI6YmKvb2sqx2mtnlA_6yd_qO7fCfEaZAQljbYKVWA4mmLldNl7hWDRVb3rvy21_RZWe16E=w321-h182" width="321" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p></p><p>Another take-away is adjusting my timetable to include conferencing with my students. This happens somewhat organically, however can often fall by the wayside. My hope is that by intentionally including it it will happen more frequently. The challenge is working out where to slot it in.</p><p><br /></p><p><br /></p><p><br /></p><p><br /></p><p><br /></p><p><br /><br /></p><p><br /></p><p><br /></p>Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com1tag:blogger.com,1999:blog-4653663392078026202.post-15244070982369795012023-03-29T12:28:00.004+13:002023-03-29T12:28:33.984+13:00Inquiry Focus 2023<p><b>Inquiry Focus Question</b></p><p>This year my inquiry focus question is: </p><p style="text-align: center;"><i>How can I develop the dialogic discourse ability of my children so they can freely engage in discussions about a text and what effect will this have on their vocabulary and comprehension?</i></p><p>It is widely acknowledged that there is a reciprocal relationship between oral language influencing reading development, and reading influencing oral language development. The <a href="https://drive.google.com/file/d/18WtAzoyBVbr4dqU3MhpOz86ZWeI_0_5c/view?usp=sharing">National Reading Panel’s</a> (2000; p.230) historic report points out: “Vocabulary occupies an important position in learning to read. As a learner begins to read, reading vocabulary encountered in texts is mapped onto the oral vocabulary the learner brings to the task….The reader learns to translate the (relatively) unfamiliar words in print into speech, with the expectation that the speech forms will be easier to comprehend. … When the word is not in the learner’s oral vocabulary, it will not be understood when it occurs in print.” Therefore oral language and vocabulary development is crucial to improving reading comprehension. </p><p><b>The Problem</b></p><p>Generally speaking, many of literacy student's struggle to engage in discourse about a text. I suspect this is due to a potential number of reasons such as:</p><p></p><ul style="text-align: left;"><li>Feeling shy, anxious or worried about sharing. Sharing in a group is a vulnerable thing to do even for adults. The unknown responses from others in the group can cause a reluctance to share. </li><li>Having a 'can't be bothered' attitude. </li><li>They don't know how to have a discussion. </li></ul><div><br /></div><div><b>Proposed Solution/Hunches</b></div><div><br /></div><div>I suspect the process to developing the dialogic discourse ability of my children will require a number of actions:</div><div><ul style="text-align: left;"><li>Creating a safe classroom culture where every contribution is valued and respected. </li><li>Getting buy-in from the kids. Demonstrating the importance of being able to share your thinking and opinions.</li><li>Explicitly teaching/modelling how to have a discussion. This includes outlining Rules for Talk.</li></ul></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiAsDsw4JkOxtikZ5NshjNZYOpAD3UsSC3TbnliL_JIKCzLMSxfzaShDwfrTPva_oUePTR5aYJnUd1nJ4wtBs0KKAui2AHX8-AC6iljuEoRlC29HhwhyyITCIb10xxSUDWiaQp1mJxSyTvt9mTZ-UNlXs7ychMyzNJQNTe6Da6gAk8iAfQQd1RUZt3o" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="1002" data-original-width="1780" height="180" src="https://blogger.googleusercontent.com/img/a/AVvXsEiAsDsw4JkOxtikZ5NshjNZYOpAD3UsSC3TbnliL_JIKCzLMSxfzaShDwfrTPva_oUePTR5aYJnUd1nJ4wtBs0KKAui2AHX8-AC6iljuEoRlC29HhwhyyITCIb10xxSUDWiaQp1mJxSyTvt9mTZ-UNlXs7ychMyzNJQNTe6Da6gAk8iAfQQd1RUZt3o" width="320" /></a></div><br /><ul style="text-align: left;"><li>Using texts that are engaging and provocations that evoke discussion. </li></ul><div><br /></div></div><div><b>Next steps</b></div><div>Attain some baseline data such as:</div><div><ul style="text-align: left;"><li>Easttle reading results</li><li>PAT vocabulary result</li><li>Observe children having a discussion about a text recording what takes place</li></ul><div><br /></div></div><div><br /></div><div><br /></div><p></p>Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com0tag:blogger.com,1999:blog-4653663392078026202.post-81961469466328932642023-03-29T09:50:00.000+13:002023-03-29T09:50:44.065+13:00Reading Practice Intensive Day 3 - Reflection<p>Day 3 of the Reading Practice Intensive gave me a lot to think about. Here are some of my leanrings and take aways. <br /></p><p><b><u>Summarising</u></b></p><p>In his work on teaching summarising, <a href="https://www.shanahanonliteracy.com/blog/how-to-teach-summarizing-part-i">Timothy Shanahan's</a> suggest an important part step is for teachers to model deleting the information that isn't necessary from a text. This was new to me when it comes to summarising and makes a lot of sense. Usually my focus has highlighting important pieces of information however this isn't any easy thing to do and deleting the information that isn't necessary may a more effective strategy. I look forward to using this with my kids. </p><p><b><u>Mixed Groups</u></b></p><p>Historically I have used levelled groups when it comes to my reading program i.e students with similar reading ages are grouped together. After today, I am interested in incorporating mixed and flexible grouping into my reading program. There are many to consider in doing this however I think providing flexible grouping will be beneficial for my kids. </p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEg7MmHpM-7IAx2n2zZpWzQJiPT9gU2JybPfmfXk2D-gUGroPbtyilp-FYHNoXXODolaRYHP_RpKp4Pqrqmpx2jnbyDH_6boA6KCvzcOfznUnX_14AsIeancuSAwjmksiR2j0XN6a1LILgE1rUgWveznCBpDCPR_pnQ_EI1_UijQn0kYcIjotN0TnABL" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="1024" data-original-width="1852" height="177" src="https://blogger.googleusercontent.com/img/a/AVvXsEg7MmHpM-7IAx2n2zZpWzQJiPT9gU2JybPfmfXk2D-gUGroPbtyilp-FYHNoXXODolaRYHP_RpKp4Pqrqmpx2jnbyDH_6boA6KCvzcOfznUnX_14AsIeancuSAwjmksiR2j0XN6a1LILgE1rUgWveznCBpDCPR_pnQ_EI1_UijQn0kYcIjotN0TnABL" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /> <p></p><p><b><u>T Shaped Literacy</u></b></p><p>I found the discussion around text sets interesting, in particular T-Shaped Literacy</p><p><i>The T-Shape Literacy Model (Wilson & Jesson, 2019) proposes that learners’ literacy learning can be enhanced when they read a range of texts (represented by the horizontal bar of the “T”) to explore a unifying concept in a deep way (as represented by the vertical bar). - </i>From RPI Day 3 content</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjMlcbzdrMCIu5inMQGR4DVNGlID7MYEDPbC1iapOPe9e0jkUMYjEUsZHqIw4DP60Ys4bUAUoEmO63A8ABjBfGUi8QoQvZ3E-4zw47phmplYjIz2y-aLmwcjnVAPwD4nQEckf6tJRXfYh3qAkuYLA_FZEOQgQj0HpJJ-q0TNq7cITUm_XQLFfHXtjZL" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="1038" data-original-width="1852" height="179" src="https://blogger.googleusercontent.com/img/a/AVvXsEjMlcbzdrMCIu5inMQGR4DVNGlID7MYEDPbC1iapOPe9e0jkUMYjEUsZHqIw4DP60Ys4bUAUoEmO63A8ABjBfGUi8QoQvZ3E-4zw47phmplYjIz2y-aLmwcjnVAPwD4nQEckf6tJRXfYh3qAkuYLA_FZEOQgQj0HpJJ-q0TNq7cITUm_XQLFfHXtjZL" width="320" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Over the coming term I will be endeavouring to incorporate the T-Shape Literacy Model into my text selection process. </div><p></p>Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com1tag:blogger.com,1999:blog-4653663392078026202.post-64186174411157512052023-03-07T14:31:00.001+13:002023-03-07T14:31:18.279+13:00Reading Practice Intensive Day 2 - Reflection<p>Toaday was day 2 of the Manaiakalani Reading Practise Intensive. The focus of toad was around knowing your leaners as readers. </p><p><br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhQUSMSz3bTeK9DEQa3lnA0PdZkKQ4NZJfwIpEw8Q-xkACGgtCKNjE9aUdkyPLlRB3-cJdTSUL0zJBwvDz1Ln9kULLsEBTQET50tWTD4d4KkkQK5_1-2KFJqV-5Z2AB8iSEX8nUOk85kVgk18VrYwVX5AnM9JTMUDmklbTHAIP97f-ugiECF00cclyb" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="988" data-original-width="1858" height="170" src="https://blogger.googleusercontent.com/img/a/AVvXsEhQUSMSz3bTeK9DEQa3lnA0PdZkKQ4NZJfwIpEw8Q-xkACGgtCKNjE9aUdkyPLlRB3-cJdTSUL0zJBwvDz1Ln9kULLsEBTQET50tWTD4d4KkkQK5_1-2KFJqV-5Z2AB8iSEX8nUOk85kVgk18VrYwVX5AnM9JTMUDmklbTHAIP97f-ugiECF00cclyb" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div>One of the biggest learnings for me was around tracking our kids progress. In teaching, there are so many pieces of relevant information that needs to be used to assess children's learning needs and design their learning. The challenge can be storing this information so that it is easily accessible. Today we were introduced to a comprehensive digital Teacher's Workbook that can be used to not only hold the information but plan for leanring as well - a one stop shop as such! Though initially the Teacher Workbook look overwhelming due to the number of tabs it's easy to see that in the long run a tracking and planning document like this will be of great value to my teaching practise.<p></p><p>I was also reminded how much useful and valuable information there is through analysing the PAT data of my children. I can use it to see common gaps in my students reading comprehension and then design specific leanring tasks to tend to them. I'm interested as to what I'll find out.</p><p><br /> </p>Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com1tag:blogger.com,1999:blog-4653663392078026202.post-5207258741959945022023-02-14T14:51:00.005+13:002023-02-14T14:51:25.461+13:00Reading Practise Intensive<p>Today was the first day of the Manaiakalani Reading Practise Intensive. A course aimed developing our knowledge and ability of teaching reading effectively. There is much to take away and digest but below are my initial wonderings</p><p><b>Reading for enjoyment</b></p><p>I'm not someone who naturally enjoys reading. I wouldn't sit down and read a book for pleasure. For whatever reason I never got that bug. While this is the case, I do still read but when there is a reason to, like when I want to learn something specific. Today, one of the readings mentioned that for people who enjoy reading <i>"reading was about finding pleasure, wellbeing, connection, relationship, meaning, and a sense of identity in the world"</i>. It struck me that the benefits of enjoying to read went far beyond having fun with the inclusion of better wellbeing, connections and relationships etc. This has got me wondering how can develop not only my own desire, but the desire of the kids in my class to want to read. How can I instil in them a love of reading?</p><p><b>Student choice </b></p><p>My other wondering has been how can I incorporate greater student choice within my reading program. Greater choice in texts and activities. We were shown some examples which will be a great starting point. </p><p>Watch this space.</p>Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com2tag:blogger.com,1999:blog-4653663392078026202.post-54259946566857060372022-08-19T15:07:00.005+12:002022-09-12T07:26:39.540+12:00Teacher Inquiry<p>For my teaching inquiry this year I am asking the question: How can I foster the prosocial behaviour of my students? </p><p>My target group is made up of 7 students, 5 boys and 2 girls. Each of these children struggle to demonstrate prosocial behaviours such as, following our school and class rules, helping and expressing empathy towards others. I find myself spending too much time and energy addressing their antisocial behaviours. It is time consuming and draining and not fair on the others in the class. My hope is that I can establish some protocols, or put some systems in place that will help develop their prosocial skills, which in-turn, will create an environment that is more conducive to learning for everyone in the class. Growling doesn't appear to be working so I need to change my approach. Watch this space.</p>Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com0tag:blogger.com,1999:blog-4653663392078026202.post-9212646855137931982022-04-04T12:31:00.002+12:002022-04-04T12:31:37.120+12:00Back In The Saddle!<p>This year I have returned to teaching at Pt England school after a 3 year break where I was pastoring and co-leading a central Auckland church. I am the team leader of our Year 7/8 syndicate which is made up of around 140 children and 4 other great teachers.</p><p>It has been an interesting time to come back to say the least! Initially, I hopped that the effects of COVID-19 on teaching in 2022 would be minimal, however that was wishful thinking. Like previous years we have had to adapt to the changes that COVID-19 has bought. I am so proud with how our children and teachers have adapted to the ever changing landscape. We all know that change is never easy, however the team, children and adults alike, have rolled with the punches and coped so well with the daily changes that came up. </p><p>Currently, I'm working out what to focus my teaching inquiry on. I have wonderings around improving children's ability to discourse and share their opinions. I also have wonderings around engaging boys in reading that leads to achievement. I'll keep you updated with what I settle on.</p><p><br /></p><p><br /></p>Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com0tag:blogger.com,1999:blog-4653663392078026202.post-95151795289448442018-11-15T13:43:00.000+13:002018-11-15T13:43:56.641+13:00Inquiry 2018 Summary<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikkOnunrjsUQIJKz7l-Jzt-uVqfXgjIl_8DRqs0bPfgTVdIijyJCs-_MzWuHePnEDbRHNz7rTTgUywTjGNKboNBWkoEt_rF4z25IZ1VCl-ox76bTZXl288jie-NulcutidMG3xHcs4ebY/s1600/Screen+Shot+2018-11-15+at+7.34.01+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="545" data-original-width="966" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikkOnunrjsUQIJKz7l-Jzt-uVqfXgjIl_8DRqs0bPfgTVdIijyJCs-_MzWuHePnEDbRHNz7rTTgUywTjGNKboNBWkoEt_rF4z25IZ1VCl-ox76bTZXl288jie-NulcutidMG3xHcs4ebY/s640/Screen+Shot+2018-11-15+at+7.34.01+AM.png" width="640" /></a></div>
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<b>Inquiry Focus</b><br />
This year I have been inquiry has been based around developing the mathematical dialogic discourse ability of my children. In particular my focus has been on developing their ability to explain and justify their mathematical thinking as this was an area of weakness for my children.<br />
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<b><a href="https://robwiseman.blogspot.com/2018/03/my-target-group.html">Target Children</a></b><br />
My Target group were made up of 3 boys and 3 girls of varying mathematical ability. They were selected because they all struggled to express and justify their mathematical thinking.<br />
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<b>What happened for my children?</b><br />
<b> - More confidence to share</b><br />
Every child became more confident to share their thinking in class. Anecdotally this is what I was seeing in class as the year progressed. Children who once shied away from sharing were now sharing and children were becoming more confident to speak up when they didn't understand something and question it. This Anecdotal information was verified with the data collected from a student voice survey.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCsWO4c7_gxbiu1qyhV5WNTNAxQxzreRX_jh7l2Az5QQ5MLqHO-qJdX5QGWoxdMfxouYwO23f196rQ9AuQ55JFUDw5JabNEyj5RewZ3ezAWWSphDnVCDBy-KdNWIdQdvis5yZRBB7yoaU/s1600/Screen+Shot+2018-11-15+at+10.44.16+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="250" data-original-width="744" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCsWO4c7_gxbiu1qyhV5WNTNAxQxzreRX_jh7l2Az5QQ5MLqHO-qJdX5QGWoxdMfxouYwO23f196rQ9AuQ55JFUDw5JabNEyj5RewZ3ezAWWSphDnVCDBy-KdNWIdQdvis5yZRBB7yoaU/s640/Screen+Shot+2018-11-15+at+10.44.16+AM.png" width="640" /></a></div>
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<b>- Increase in ability to explain and justify their thinking</b><br />
My target kids had a small increase in their ability to explain and justify their mathematical thinking. As mentioned in <a href="https://robwiseman.blogspot.com/2018/10/using-because.html">previous posts</a> this has been an area of frustration for me as I have not been seeing the gains I thought I was going to see. Below shows the data of my target children taken from the measuring tool I designed to capture their ability to explain and justify. It needs to be pointed out that this data was taken when children were working independently on their maths problem these responses were unsolicited. This was not a teacher facilitated discussion.<br />
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- April<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-Qc1XnilkxvkzCEYh89rglV1hBeHlgpafOu75atzS7S2mVqbIwfr_NRew39qhUUiucI1u-qF7p_f74tK5-KGdheIeUL4_ps3IyllBGgjT2bS8hDE1YdJ549MDxOgo1vpvp8WdkJkw_zI/s1600/Screen+Shot+2018-11-12+at+2.47.13+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="226" data-original-width="952" height="148" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-Qc1XnilkxvkzCEYh89rglV1hBeHlgpafOu75atzS7S2mVqbIwfr_NRew39qhUUiucI1u-qF7p_f74tK5-KGdheIeUL4_ps3IyllBGgjT2bS8hDE1YdJ549MDxOgo1vpvp8WdkJkw_zI/s640/Screen+Shot+2018-11-12+at+2.47.13+PM.png" width="640" /></a></div>
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- June<br />
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- August<br />
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- November</div>
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The greatest improvement has been in the children's use of the word 'because'. In the last few months we have really been focussing on using 'because' to justify our explanations. My kids would often explain what they did but would not justify it. This data matches with what I'm seeing with the rest of my class too. It has been slow going and we have a way to go but we're getting there. </div>
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Anecdotally the children are talking more and developing the ability to discuss and justify their thinking. Children who were once not engaged are now showing engagement and children who once would not participate in discussions are which is encouraging.</div>
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<b>Has this had an impact on their maths achievement?</b></div>
The jury is still out on this. The Maths PAT data below shows minimal increase in their achievement however these results have been effected by our schools' teachers and children learning and adjusting to <a href="https://www.cerme.nz/#">DMIC maths</a>. 5/6 of the target children made progress. Their progress <b>average was 4.3 scale points</b>. According to <a href="https://www.nzcer.org.nz/system/files/PAT%20Info%20sheet%202014.pdf">NZCER the national progress average</a> for year 7-8 is <b>5.4 scale points. </b>The average for the whole class that made progress was <b>5.1.</b><br />
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<b> - PAT data</b><br />
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<b>What did I do to make this happen?</b><br />
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<b> - <a href="https://robwiseman.blogspot.com/2018/05/waka-paddle-prompts.html">Waka paddle prompts</a></b><br />
There was deliberate teaching on the type of things one would say if they were effectively explaining and justifying their mathematical thinking. These phrases and words were made into little waka paddles. The children would hold a bundle in their hand and the key was to use them in a maths session. Once you had used a prompt you would discard it. the idea was to get rid of all the waka paddles from your hand. This was used as a way of introducing the phrases and vocabulary into to the children and reminding them to use it.<br />
<img height="188" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKo0SzIO1xeWd2rkUiiIjy3kcPqMwUkYn3WLavLmHzs2I4X1RUwkQHTldEAgoUACwa6ndRBHwiNfnOHVm-qN4jjkDbC891xtjKj8gK5hKsioB5tNZgjDv8K9-pK2w0_VpNyuEBDU8mE2k/s320/Maths+talk.png" width="320" /><br />
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- <b>Insisting on a response</b><br />
In our maths sessions opting out was not an option. If I child was called upon they had to give some sort of response. "I don't know" was not an option. If they didn't have a response they had to say "Can you ask someone else please?". At that point I would ask someone else but then come back to them.<br />
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- <b>No hands up</b><br />
Hands up was banned in our maths sessions. The children soon learnt that anyone could be called on to share their thinking which encouraged them to participate in the problem solving. They couldn't really on the usual eager beavers. At times the eager beavers found this frustrating as they really wanted to be the one to share but as time went on they adapted to the new system and no no hands up is the norm.<br />
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- <b>Discussion based games and activities</b><br />
I used games to help get the children used to using the discussion vocabulary. For example to help ingrain the word 'because' in the children justifications they had to each say the following.<br />
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"I'm going to a dessert island and I'm taking _____________ BECAUSE _____________."<br />
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The focus of this was on the because. Starting a maths session with this simple game helped the children explain and justify more effectively when it came to their maths.<br />
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<b>Next steps</b><br />
As mentioned<b> </b>before this inquiry has been pretty slow going and I haven't seen the maths achievement I had hoped to see. I'm interested to see if next year the maths achievement will come now that the children have had a year learning how to effectively engage in dialogic discourse. My hope is that with this embedded in the children they will be able to focus mainly on maths in their maths sessions not on developing their dialogic discourse ability.<br />
<br />Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com0tag:blogger.com,1999:blog-4653663392078026202.post-66656326481291717672018-10-18T10:26:00.000+13:002018-11-01T10:30:19.898+13:00Using 'because'PROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.<br />
WONDERING: How can I develop the mathematical dialogic discourse ability of my children?<br />
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As mentioned in a <a href="https://robwiseman.blogspot.com/2018/09/patience-young-grasshopper.html">prior post</a> I'm not seeing the progress I was expecting to see at this stage of the year. Discussing my frustrations with <a href="https://unidirectory.auckland.ac.nz/people/aj-wilson">Dr Aaron Wilson</a> he assured me that inquiries which involve a culture and behavioural change are often slow going and can take a long time to see change. So that was reassuring.<br />
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The main frustration I have is that my kids struggle to use vocabulary that effectively explains and justifies their thinking. They will to some degree explain and justify their thinking using their own vocabulary however, the person trying to understand their thinking is often having to infer meaning and join the dots.<br />
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Among other unused vocabulary and phrases the most common unused word in helping to explain and justify is the word 'because'. Despite having introduced it earlier this year as part of the <a href="https://robwiseman.blogspot.com/2018/05/waka-paddle-prompts.html">waka paddle prompts</a> and insisting the children use it while explaining their maths problems the word 'because' is not yet common place in the classroom.<br />
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To combat this I'm going to introduce some activities/games where the kids have to use the word 'because' in order to successfully participate/complete the activity. My hope is that by using the word more frequently and highlighting it in a fun way prior to a maths session the children will transfer the use of 'because' to their mathematical explanations and justifications. I'll keep you updated.<br />
<br />Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com0tag:blogger.com,1999:blog-4653663392078026202.post-53548059343434629382018-09-25T12:37:00.000+12:002018-09-25T12:37:21.166+12:00Patience Young Grasshopper<h4>
PROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.</h4>
<h4>
WONDERING: How can I develop the mathematical dialogic discourse ability of my children?</h4>
I recently presented my inquiry to a group of people at the Manaiakalani hui. While presenting I was asked what have I learnt about myself throughout this process. My response was that I didn't have as much patience as I thought. It is taking much longer than I would like to see a change in my kids which is really frustrating. At times I see glimpses of significant shift in their ability to explain their mathematical thinking then at other it times it's like it's week one, term one all over again. I'm assuming that this is par of the course however it's still frustrating. I long for the day when those glimpses of effectively explaining and justifying are no longer glimpses but the new norm.<br />
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So where to from here? My advice form others has been to keep persevering and keep doing what you know works. The latter part is a good reminder as it's easy in the moment when it's not going well, when I'm feeling frustrated/tired etc to put aside the things you know work. For example using the waka paddle discussion prompts or requiring the kids to speak in full sentences and use the word <i>because </i>in their explanations. So, I'm going to keep implementing that things that work, persevere, keep the long game in mind and get back on the horse.Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com0tag:blogger.com,1999:blog-4653663392078026202.post-9401554503559474192018-08-07T11:42:00.001+12:002018-08-07T11:42:28.948+12:00Data, Reflection & Next StepsPROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.<br />
WONDERING: How can I develop the mathematical dialogic discourse ability of my children?<br />
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Below is the current data taken from a recoded maths session of my target group.<br />
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It's great to see the children explaining their thinking more freely however unfortunately they're not using the word 'because' often enough. They say things like "so you go 20.3 x 2 which is ...." but they don't explain why they multiplied 20.3 by 2 therefore, not justifying their thinking. It is also evident that the children are not asking questions of each other off their own bat.<br />
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So what can do or change to further develop their dialogic discourse? Although I've introduced the waka paddle prompts, had the children participate in talking activities and modelled dialogic discourse I'm not seeing the results I thought I'd see. This has me wondering do I just need to be more patient or do I have to try something different? Maybe it's a bit of both.<br />
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Recently, on my blog, I was <a href="http://robwiseman.blogspot.com/2018/07/term-3-reflection.html">challenged by Dr Jannie van Hees</a> to look at incorporating real world maths into my class, to get my kids out of the class to explore the maths around our local environment. She suggested that using "<i>... relevant, motivating, authentic contexts will generate much talk and figuring out....and when suggestions are shared, and justifications expected, rich maths and maths language dialogue will occur." </i>This makes sense to me I guess the challenge lies in incorporating it in my <a href="http://robwiseman.blogspot.com/2018/02/venturing-into-dmic-maths.html">DMIC lessons</a> but I'm sure it can be overcome.<br />
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<br />Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com0tag:blogger.com,1999:blog-4653663392078026202.post-84857039533059035372018-07-26T16:18:00.000+12:002018-07-26T16:18:26.905+12:00Going into Term 3 ReflectionAs term 3 kicks off I've been reflecting on my inquiry this for this year. In this reflecting I was reminded of the inquiry that I did <a href="http://robwiseman.blogspot.com/2017/11/inquiry-2017-summary.html">last year</a>. I found that I have been so focussed on my inquiry this year that I have forgotten about the things I discovered the previous year.<br />
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Things like:<br />
- How effective materials are for learning new mathematical concepts and knowledge.<br />
- How hands on follow up activities are effective in concretising new learning.<br />
- How combining create to learn tasks with hands on follow up activities and materials is effective in consolidating new mathematical concepts.<br />
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<b>Problem</b><br />
How do I keep inquiring into this years inquiry while still applying the things I learnt last year? The simple answer is to 'just do it' however when you're engaging in a whole new maths pedagogy <a href="http://robwiseman.blogspot.com/2018/02/venturing-into-dmic-maths.html">(DMIC)</a> this is easier said than done.<br />
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<b>Possible solution</b><br />
DMIC maths sees myself working with half the class while the other half works on independent activities. My plan is to incorporate my learning from last year into the activities the children are doing when they are not with me. I haven't quite worked out what this will specifically look like however I'm determined to put something into place so that my learning from last year doesn't go to waste.<br />
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<br />Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com2tag:blogger.com,1999:blog-4653663392078026202.post-8184427865590447932018-07-01T14:57:00.000+12:002018-07-02T14:58:30.953+12:00Quick Inquiry Update<h4>
PROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.</h4>
<h4>
WONDERING: How can I develop the mathematical dialogic discourse ability of my children?</h4>
Anecdotally my target group are making progress in their ability to explain and justify their mathematical thinking. They are speaking with greater confidence and are using the word 'because' more frequently. They still often need teacher prompts but I'm finding they don't need as many teacher prompts and are more willing to share their thinking.<br />
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The waka prompts have been helpful in giving the kids something to launch from and they they are using them more frequently without me reminding them to use them. Unfortunately the kids still like to play with them and they can be a distraction but they are more useful than not. It has been great to see some of the kids request to not have waka prompts as they are confident they don't need them.<br />
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This week I will again be recording and measuring the mathematics discourse of my kids. I just hope the data reflects my anecdotal notes.Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com0tag:blogger.com,1999:blog-4653663392078026202.post-63512453486094555582018-05-31T19:13:00.000+12:002018-06-21T10:24:17.283+12:00First run with the waka paddles<h4>
PROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.</h4>
<h4>
WONDERING: How can I develop the mathematical dialogic discourse ability of my children?</h4>
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This week I used the<a href="http://robwiseman.blogspot.com/2018/05/waka-paddle-prompts.html"> waka paddle prompts</a> for the first time. As they were a novelty the kids were eager to use them. At first they weren't using them meaningfully. They viewed it more like a game to get rid of their waka paddles. After some more discussion around the purpose of the paddles and how the prompts needed to be used appropriately and meaningfully the paddles started to be used more effectively. One annoyance is that some kids were more focussed on playing with the paddles than the maths task however, I'm hoping that once the novelty wears off this won't be much of an issue.</div>
Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com0tag:blogger.com,1999:blog-4653663392078026202.post-23797217060856697772018-05-28T15:06:00.000+12:002018-05-28T15:06:12.264+12:00Waka paddle prompts<h4>
PROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.</h4>
<h4>
WONDERING: How can I develop the mathematical dialogic discourse ability of my children?</h4>
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The <a href="http://robwiseman.blogspot.co.nz/2018/05/some-baseline-data.html">data I collected</a> confirmed my suspicions that my kids struggled to explain and justify their reasoning in maths. My hunch is that the kids don't know how to do this effectively. To help them learn I have made prompts of the kind of things they should be saying when explaining and justifying their thinking.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKo0SzIO1xeWd2rkUiiIjy3kcPqMwUkYn3WLavLmHzs2I4X1RUwkQHTldEAgoUACwa6ndRBHwiNfnOHVm-qN4jjkDbC891xtjKj8gK5hKsioB5tNZgjDv8K9-pK2w0_VpNyuEBDU8mE2k/s1600/Maths+talk.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="642" data-original-width="1090" height="235" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKo0SzIO1xeWd2rkUiiIjy3kcPqMwUkYn3WLavLmHzs2I4X1RUwkQHTldEAgoUACwa6ndRBHwiNfnOHVm-qN4jjkDbC891xtjKj8gK5hKsioB5tNZgjDv8K9-pK2w0_VpNyuEBDU8mE2k/s400/Maths+talk.png" width="400" /></a></div>
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The idea is that each kid holds a few prompts in their hands and their goal is to meaningfully use the prompt in their maths session. Once they have used it they can discard the prompt. My hope is that over time using these prompts will become second nature and they will no longer need them. I used the symbol of the waka paddle as we often talk about how we are one whanau and we are all in one waka. We need to all paddle in the same direction if we are to get anywhere. </div>
Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com1tag:blogger.com,1999:blog-4653663392078026202.post-67838445907829022272018-05-09T12:54:00.000+12:002018-05-09T12:54:38.608+12:00Some Baseline Data<h4>
PROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.</h4>
<h4>
WONDERING: How can I develop the mathematical dialogic discourse ability of my children?</h4>
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This week I recorded my target kids collectively solving a problem. My goal was to capture and measure their ability to explain their thinking and inquire about other's. I noted done each time each child used any of the phrases, or similar phrases below. The kids worked on the problem for 15 minutes and this is their results.It's worth noting that two of the target group were not there that day. Their row has been marked with a -. </div>
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It's interesting to see that the children did try to express what they are thinking however it often wasn't backed up with a reason. The word 'because' was seldom used and the others were left to infer the mathematica thinking and process from what was said <i>e.g "You add 20 to 100 and then you....". </i>Equally interesting is that only one child asked for further information/explanation from others as they expressed their thinking.<br />
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This married up with what I have been seeing anecdotally so it's nice to have some actual data. We clearly have a long way to go in developing a community where kids can confidently express their thinking and inquire of others. My next steps involve explicitly teaching the kids how to express and justify their mathematical thinking. My kids need to view each other as both a learner and teacher. They need to connect with the idea that they can learn from their peers and that what their peers have to say is valuable.<br />
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Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com0tag:blogger.com,1999:blog-4653663392078026202.post-86521630461087399422018-05-01T06:59:00.002+12:002018-05-01T06:59:59.002+12:00Inquiry update: Let the recording begin!<h4>
PROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.</h4>
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WONDERING: How can I develop the mathematical dialogic discourse ability of my children?</h4>
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While I had every intention last term of r<a href="http://robwiseman.blogspot.co.nz/2018/03/measuring-and-tracking-progress.html" target="_blank">ecording my students</a> in order to measure their mathematical dialogic discourse ability, due to the business of school life and external factors (a baby being born 5 weeks earlier than expected) this did not happen. </div>
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However it's now week one of term two and I will be recording this week! It's going to be great to have some baseline data on my kids, a reference point to build from. I only wish I had done this earlier as anecdoatally I have already seen my target kids become more confident in their ability to engage in mathematical dialogic discourse. </div>
Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com0tag:blogger.com,1999:blog-4653663392078026202.post-45088000577537010582018-04-11T16:37:00.000+12:002018-08-23T07:37:50.671+12:00Measuring my kid's dialogic discourse ability<h4>
PROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.</h4>
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WONDERING: How can I develop the mathematical dialogic discourse ability of my children?</h4>
As mentioned in a <a href="http://robwiseman.blogspot.co.nz/2018/03/measuring-and-tracking-progress.html" target="_blank">prior post</a>, to measure the dialogic discourse of the ability of my kids I will be recording my target group during their maths lesson and I'll be noting down each time a child uses specific justifying and explaining language and each time they inquire about others people thinking. Below is a list of questions and statements I will be listening out for. If you think I have left something out I'd be keen to hear from you.<br />
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<br />Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com0tag:blogger.com,1999:blog-4653663392078026202.post-8225072204988173382018-03-28T12:41:00.003+13:002018-03-28T12:41:42.065+13:00Measuring and Tracking Progress<h4>
PROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.</h4>
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WONDERING: How can I develop the mathematical dialogic discourse ability of my children?</h4>
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One issue I had was working out how to measure the mathematical dialogic discourse ability of my kids. Anecdotally I could see that they struggle to explain and justify their thinking but how was I going to get quantifiable data. I discussed my problem with <a href="https://unidirectory.auckland.ac.nz/people/r-jesson" target="_blank">Dr Rebecca Jesson</a> and we came up with (well she came up with) this solution.</div>
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I will record my target group during a maths lesson then I'll listen back and note down every time a child uses specific (which is yet to be decided) justifying and explaining language and each time they refer to the context of the maths problem when explaining their thinking. I will also be noting down how often they need teacher prompts to draw out an explanation. By doing this regularly I should be able track and measure the kids mathematical dialogic discourse ability.</div>
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Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com0tag:blogger.com,1999:blog-4653663392078026202.post-81655334404109946492018-03-14T04:37:00.000+13:002018-05-01T08:25:02.796+12:00Target group PAT data<h4>
PROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.</h4>
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WONDERING: How can I develop the mathematical dialogic discourse ability of my children?</h4>
As mentioned in my <a href="http://robwiseman.blogspot.co.nz/2018/03/my-target-group.html" target="_blank">previous post</a> my target group is made up of 3 boys and 3 girls. Below is a table of their Term 1 PAT maths data. While my focus is to develop the dialogic discourse ability of my children I hypothesise that if this happens then their mathematical knowledge and ability will also increase making them more proficient mathematicians.<br />
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The target group were selected because they struggle to vocalise what they are thinking. It's interesting to see that the struggle to explain and justify your thinking and engage in dialogic discourse is evident across the varying academic levels.<br />
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Mr Wisemanhttp://www.blogger.com/profile/14831955844410099547noreply@blogger.com0