Digital Fluency Session #4 My reflection

Digital Fluency Intensive Session #2

Our group's video of the hangout we were involved in. 

Hangouts #1.mov

Gather Evidence, Scan, Identify Trends, Hypothesise and use Research

Gather Evidence:
With my target group selected, I went about gathering evidence: I used the 2017 Analysis of end of year writing data to look at trends in achievement and the barriers to achievement. I took note of high achievers who need to be provided extra support to further enhance their achievement levels.

2017 Analysis of end of year writing data (Senior School)



I also looked at the e-asttle results of these students, checked their attitude to writing from the e-asttle writing scripts. This gave me an idea of where these students were at, in their writing. I even looked at each target group student's end of year 2017 writing sample that these students had identified as their best pieces of writing and why they thought those pieces of writing were the best.

Term 1 data 


Identify Trends:
Attitude of boys to writing is good but girls show much better attitude to writing.
Achievement Level of e-asttle writing (Females within level 4 and males within level 3)
Girls persevere to complete their writing and respond to feedback
Boys struggle to complete writing task and responding to feedback


Hypothesise:
Boys need to be motivated to write
Topic / prompts need to cater for boys' interests to motivate boys to write.
Girls write on any given topic or prompt

Research:
At our staff meeting we read the following articles and unpacked them to make ourselves aware of how students need to be taught "Writing" in the junior, middle and senior school at Glenbrae.

Teaching Writing in Years 1–3: Building a Strong Foundation

Teaching Writing across the Curriculum in Years 4–6: Increasing Progress

Teaching Writing in Years 7 and 8: Accelerating Progress

The Writing Book by Sheena Cameron & Louise Dempsey  A practical guide for teachers -
I read the chapters - Catering for different learning needs,  How to support students to build a 'toolkit' for writing and reviewing editing and celebrating writing. These are really useful for planning and teaching students in my target group.

Teaching as Inquiry using the Learn, Create and Share Model

At Glenbrae School we are a staff that always reflect on what we do 
in our role as teachers, and work on noticing and responding to our students' 
strengths and needs. We question ourselves if there is need to change how 
we are teaching and do something different to achieve better outcomes for our students. 
This is working for us.

Working with Mary Wootton (Facilitator - Writing PLD) has been invaluable. 
Thanks to Mary Wootton, Rebecca Jesson and Lenva Shearing for clarifying 
the Teaching as Inquiry Framework and making it a lot more comprehensive and 
easily adaptable.