Reading Strategies - Growing Vocabulary

What led to this learning?
I noticed learners did not have resources to drive their own learning when developing an understanding of their reading strategies.
Summary of learning design:
I designed these cards to empower learners to grow their own vocabulary while practising their reading strategies. These can be used for learners to ask each other questions or during intentional workshops with the teacher.
Reflection on Learning Design
This has grown Literacy language with the learners. I realised that I can not do all the strategies at once. During workshops with a teacher I have been focusing on using one reading strategy with the whole group. Eventually or with learners who already know some of the strategies, you could use more than one strategy card.
Curriculum Links
Literacy
Agentic Capabilities
Take Action, Assessment Capable

Link to Evidence

Comments

Stop, Collaborate and Listen

What led to this learning? Year 7/8 Learners were reluctant to collaborate with learners outside of their immediate friend group. We wanted to build into their learning the concept of diverse perspectives. Summary of learning design: Learners were told that the world was about to be hit by an asteroid and they had to design a future colony on Mars! Learners were assigned a group and had to research and pitch an idea for how they believed the colony should work Reflection on Learning Design This went really well for some, but not equally well for everyone! 'Below' and 'At' literacy learners demonstrated a significant shift (up to 16%) in their self perception of collaboration whereas Above and Well Above learners didn't respond as well. Boys also shifted way more positively than girls, despite girls having a higher self perception to start with. Curriculum Links Literacy, Science, Digital Curriculum, Social Sciences Agentic Capabilities Collaboration Link to Evi

Junior Agency Self Perception Tool (JAT)

The tool measures the level of agency learners have to take ownership of their learning and make informed decision with the tools and strategies they use. The survey will provide us with detail so we can evaluate the progress over time and the shifts we need to make. It will provide us with information to make adjustments to our learning design and deliberate acts of teaching. We have standardised tests to access reading, writing and maths. We have designed a survey to provide us with more standardised and comparative data the focuses on the soft skills for example growing collaboration. The soft skills that are measured are Reliance/determination Self Aware Take Action Using Tools and Strategies Collaboration' Assessment Capable The 6 Agency capabilities are representative of across school CoL goals and come out of our Stonefields School signature practices.... These comprise of the 'big 3' Learning Pit, Learning Process and

Using the Agency Survey to Track Shift

What led to this learning? My Numeracy group took the Agency Survey at the beginning of the year. When I reviewed the results I noticed the group was lowest in the area of assessment capability. Summary of learning design: I decided to focus on using the Learning Process to build my learners' ability to use feed back and take action. Some ways of implementation were as follows: ~ SchoolTalk Checkout before leaving workshops or Numeracy for the day. ~ Using teacher created and learner created Success Criteria ~ Shoulder tap and choice workshops through whole hub Numeracy ~ Choice grouping when working on independent learning tasks ~ SchoolTalk Thursdays ~ Students paired up by teachers to receive feedback on what they are uploading onto SchoolTalk Reflection on Learning Design My initial assumptions were inaccurate and somewhat incomplete. I should have looked deeper in to the survey, as well as at more students, possibly even waited a bit longer to get to know my st

Tohatoha Ako

Search This Blog