Story Hui
The Beginning:
What was happening to learning?
How do we know this?
Who else was involved?
- Using technology to motivate progress
- Started with 4 boys that were well below, changed to 4 students 1p-1a who were just below
The Action:
What was the initiative?
What happened? What did this mean?
Share all the details.
- Working out what the group needed
- Enjoyable/hard about writing
- How can we improve writing, looked at exemplars
- List of things to work on made with group
- Introduced ipads and apps- popplet, seesaw
- 10-15mins per day
- Gave students short, set tasks
The Result:
What was the result?
What learning improvement was seen?
What were others’ responses?
- More interested in writing
- See ways to make writing more interesting and detailed
- More independent
- Students gave more specific feedback
- More detailed writing and have move a sub-level
- Students loved working together, learning from each other not just teacher
- Less teacher talk
Questions
How did you go about getting shared expectations/co-construction with students? List of things to work on, kids would choose what they thought they needed to work on from the list. Jess knew what they needed to learn and led students to see what they needed to work on (a lot of front loading).
Less Teacher Talk-How did this happen? Promote the use of self-checking strips, in the end students wouldn’t need teacher prompting them to use them. This would be transferred from target group lesson to being used with the whole class.
Downfall of ipads for target group? - Other students were getting jealous of target group using ipads all the time.
Why the change of groups? Kids weren’t ready for this type of intervention.
Reflection:
i feel like my inquiry was very adaptive and formative for students.
