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Feedback from Kariene!

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During our third session at MIT we had the opportunity to pair up and share feedback regarding our tools. I got the lovely Kariene from the Kaikohekohe cluster and this was the feedback she shared:



Danni’s inquiry started off focusing on literacy learning in years 7 & 8 and how that school and cluster data was showing that the rate of learning in many senses was stalling or dropping.  Her inquiring focused totally on what she could do to prevent this in her classroom.
Today Danni started out by sharing her site - a resource bank of texts she has created and used in her classroom.  This was broken into different pages relating to Text Analysis exemplars, Writing Techniques and Connecting Reading and Writing.
This provided us with rich examples and questions based around different genre/examples.  This looked like a fantastic tool at a glance. When we delved deeper it appeared to be even more of a rich tool.  
One of the challenges that Danni had been having is finding/accessing exampl…

MIT Day 3

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After following the inquiry cycle for six month, today the Manaiakalani Innovative Teachers met to present our tools. These were designed to provide somewhat of a solution to the problems that our inquiries were based around.
I was particularly interested in hearing about Kariene’s tool, not only because it is concerned with writing, but because I have visited her cluster in Northland and I am particularly interested in following their journey with the Manaiakalani Kaupapa. She has focussed on creating a website that shows other educators how to teach writing in an engaging, collaborative and rewindable way.

I could immediately see the value in her site. It connects seamlessly with her inquiry about accelerating students learning in writing and it will hold a plethora of resources and information to support teachers. It contains the kind of information that was invaluable to me during my MDTA sessions; how to use technology to enhance teaching. For teachers who new to the learn, create…

August Inquiry Update!

I am now just over six months into my MIT inquiry, which focusses on accelerating learning in literacy for students in years seven and eight. I have begun to go around the inquiry cycle once again as I am discussing the term 2 literacy data with my team and responding to it, considering what it means for my inquiry and what adaptations I need to make.

Inquiry 2018

I am now six months into my inquiry about accelerating the literacy progress for students between years 7 and 10. I have been making the connection between reading and writing explicit to my students - check out my findings so far!


High Expectations Teaching - Christine Ruby-Davies

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Are high expectations important?

Educators who hold high expectations of their learners support their self-efficacy and belief. Whilst pushing their students to engage with challenging material, they are not only supporting higher achievement outcomes, but they are also demonstrating their belief in their learners, which in turn supports the students belief in themselves.


MIT Day 2

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We, the Manaiakalani Innovative Teachers, met once again at KPMG today to discuss our inquiries and collaborate to extend our thinking. 
My inquiry is focussed on addressing the issue of decelerated achievement in literacy for students in year 7 and 8 who attend Manaiakalani Schools.

Plan for what's in front of you; James Hopkins

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Are we using the opportunity to teach rich conceptual understandings or are we simply teaching factual information? James Hopkins challenges educators to teach the 'why' and cater it to the 'who', as opposed to focussing simply on the 'what', or teaching a series of facts.

For example, many educators 'cover' the Treaty of Waitangi, by encouraging students to learn the main facts of the event, as opposed to looking at it through a conceptual lense and posing deeper questions, such as how it is relevant in 2018, who benefited etc.


But we are still concerned with curriculum coverage, of covering content. When we plan we focus on our curriculum achievement objectives, but rarely do we visit the key competencies or values when we flick through the curriculum document. James asked us to highlight a piece of our planning indicating where we were teaching content, behaviour and skills. As a group, we noted the large amount of 'content' in our planning, …