Kia ora and welcome to my blog! I'm Danni Stone, a year 7 and 8 teacher at Pt England School in Tamaki, Auckland. I use this blog to share aspects of my teaching practice, professional development and my teaching inquiry.
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!
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.
One of the benefits of working in a COL like Manaiakalani is that there is a constant supply of research regarding what is working and why. This afternoon I attended a session facilitated by some of the Woolf Fisher researchers regarding the practice of educators whose students made accelerated progress last year.
The research was split into three categories - how teachers were generating and using tasks, texts and time. Some of the main traits of these teachers were:
- They created tasks that required the students to think critically and deeply. For example, they were asked to compare and contrast information as opposed to simply retelling it.
- They used the 'wide and deep' strategy. That is, they engaged with more than one text regarding a topic and then using this information to analyse the concept in depth.These included multi-modal text.
- They offered multiple opportunities for collaboration. This could be at both the 'Learn' and 'Create' stage of the le…