Targeted Students

What?

In our last staff meeting (PD session on 'Teaching as Inquiry') we had to take along examples of students writing. We were paired up with a colleague and here we discussed the students writing, looked at examples and had to come up with what we thought their needs were as a writer.

So what?

This was a valuable exercise - but not for looking at the students writing. Yes, we did look at a couple of examples and shared our opinions, but the teacher who I was paired with and I had some rich discussion about how to teach writing, the time we get to teach writing, how we can teach it better but also make it more manageable. Yes, we did stray off task a little but this was valuable discussion which has now made me think how can I teach my writing better?

Now what?

Since that meeting I have completed my 'Target Students in Writing' sheet - but I have also had discussions with members of the SLT and other teachers about the time we spend teaching, and how we can utilize this time. I am going to continue to look into the best ways to teach my 'lower' students writing - and that has started with me looking into what I need to do. Part of what I need to do is look at the time I spend teaching, but also look at teaching small groups - seeing some of those groups on a daily basis.

I also need to start thinking about my question I will base my inquiry around. We have been shared a template to generate the question with an example below:

If I use [insert relevant literacy tool/DIGITAL TOOL here] with [insert class level, subject, topic/focus here], to what extent does it help students learn?



I think this shows evidence against:

Criteria PTC11

Analyse and appropriately use assessment information that has been gathered formally and informally

Key Indicators:

i. analyse assessment information to identify progress and ongoing learning needs of ākonga
ii. use assessment information to give regular and ongoing feedback to guide and support further learning
iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching
iv. communicate assessment and achievement information to relevant members of the learning community
v. foster involvement of whānau in the collection and use of information about the learning of ākonga

Criteria PTC12

Use critical inquiry and problem solving effectively in their professional practice

Key Indicators:

i. systematically and critically engage with evidence and professional literature to reflect on and refine practice
ii. respond professionally to feedback from members of their learning community
iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga

And after discussion with one of my DPs (as seen in comments) I have also added:

Criteria PTC6

Conceptualise, plan and implement an appropriate learning programme

Key Indicators:
i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practiceii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents