Create - Teaching Inquiry - "What strategies (evidence-based) are most likely to help my students learn?"
Make a plan
1. Upon reflection on the 'Learn' stages of our inquiry framework, I have identified what I can already do and what I need help with.
What I can already do:
- Gather observation notes and use these to make informed decisions about my teaching
- Target specifically identified learning needs
- PD around 'create' pedagogy and activities has been most helpful!
What I need help with/ What I need to put in place:
- Balancing between my planning and conveying my vision to my student teacher who has full control of my class for 2 weeks.
- Organisation - having the technology available and ready to go. Eg: cameras & ipads charged.
- Building up my 'bank of resources' for create activities that can be used for different activities.
2 & 3 - Who are my learners? What are the goals for my practice and student achievement?
Initially, I started off targeting and monitoring just my priority learners, but upon reflection, I realised my inquiry included the class as a whole. I've also clarified what my inquiry is focusing on and where it sits in our Achievement Challenge matrix. The Achievement Challenge I am focusing on (number 4) focuses on making sure our Year 7-10 learners accelerate, rather than slide down from Year 6. Years of data have shown the students improving steadily from Years 1-6, then start to plateau and slip from Years 7-10. So ultimately, this is my end goal - to accelerate my Year 7 and 8 learners to show sufficient shifts in their learning.
4. Setting up processes for gathering evidence: For this I need to be more consistent in my reflections to ensure I cover week to week happenings with my learners. Also checking student blogs more regularly to see how they are describing their learning. Does this align with your desired outcome? I have also started the practice of gathering students on the mat for plenary sessions at the end of every lesson. We could discuss as a class what we found difficult, gave students a chance to explain some of the new learning they were proud of and for me to hear how students felt the lesson went.