Teaching Inquiry 2021 - #2

As the beginning of 2021 was interrupted by a couple of lockdowns, I haven't got a complete assessment set of data yet. However, I didn't want to waste our precious learning time and started with what was available: I analysed the last EYO data, did selective Running records and formative assessments to help identify my new targets.

This year I plan to focus on the implementation of High Leverage Practices across the curriculum with a spotlight on critical thinking and cognitive engagement. As the majority of my current class are operating below and well below the expected levels, I believe that they require a lot of explicit instructional teaching along with engaging authentic learning experiences. 

Finding the right balance of teaching approaches,  engaging tools and the effective use of formative assessments to accelerate my students’ learning and develop them as enthusiastic learners and critical thinkers should become a focus of my TAI 2021.

Thinking of the Focus for my 2021 Inquiry - #1

Earlier this year, we had a WFRC presentation about our 2020 cluster achievement data and current needs. Professor Rebecca Jesson unpacked multiple ‘layers’ of information and data that have informed ‘what we need to focus on and improve next’ for Manaiakalani. While our cluster and school Writing data has continued to show accelerated progress over the past years, we haven't achieved the same results in Reding and Maths. 

Looking at my 2021 class data and individual students' needs, I feel the strong urge to accelerate my students' learning in all areas of the curriculum. As Professor R Jesson emphasized in her presentation, students learn better when they have a goal or a real purpose to learn, create and share. Based on my own experience, I completely agree with her professional judgement.

My previous inquiries proved the effectiveness of connected learning, and I think that I should continue developing my deeper understanding and effective implementation of the integrated curriculum, especially it will be interesting to test with my diverse learners. 

PLD: Normalising Te Ao Māori in an English Medium Setting by Brenda McPherson

 If I was to summarise the key things I took away from this Professional Development what would they be and why?

Tokenism vs Normalisation of Te Ao Māori in NZ schools

Understand and recognise the unique status of Tangata Whenua in Aotearoa, NZ,

Understand and acknowledge the histories, heritages, languages and cultures of partners in the Tiriti of Waitangi

How has this professional development challenged my thinking?

Using Te Reo in class - what to do to create a new norm and why it's important.

My personal deeper understanding of NZ history and what 'being culturally responsive' means and delivering relevant content.

What aspects of my practice would I consider changing as a result of this professional development and why?

As a result of Brenda's PD sessions, I deeper understand and see more value in normalising the cultural kete. With a big focus on Identity, Acceptance and Belonging, I continue to intentionally implement the culturally responsive pedagogy by:

• using Māori and other language phrases in class (examples: daily greetings, playing games using Maori phrases)
• doing Karakia
• As a Y3/4 syndicate, we went to Taurere (Mt Taylor) to experience our connections to local places. After that, we created our individual written and visual PepehaI have high expectations for my Maori and other Pasifika learners
• We sing Waiata daily (we now have a bank of Māori waiata)
• Class Displays - Pepeha, cultural Art, Aspects of the Treaty of Waitangi and its relation to our life in Rm 9 (Class Treaty)
• A deeper understanding of the Treaty of Waitangi and NZ history by playing the Game of Land Trade and presenting our learning and thoughts at the school assembly.
• Learning about NZ endemic animals, learning their proper Maori names and their meanings.
• Connecting with my students' whanau and supporting them with learning and well-being (lockdowns, family situations, connecting them with a social worker, korero and talanoa time - not just set up by the school but ongoing)