Evaluation: To what extent was the intervention successful in changing teaching?
![Image](https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcbzW6zT-pWBszZb4zBYA65s-xhBA_nL7hfa3QT9uFKFS5N9HozbQ4ZSERR3t3x6cIKGbL2CDIzJyzIr5BdyRa9DI5HSxc8oYdSjBPY2x8B0dkwiv736uG5VxH4I6HqXfKtXxzDJQZqkI/s320/Self+Monitoring+in+Reading.png)
My inquiry focussed on supporting students to monitor their own understanding of a text. Ultimately, I wanted my students to recognise when they did not fully comprehend something and employ a strategy/strategies to increase their level of understanding. This came from analysis of their test results, in class observation, conversations with students and the recognition that I was not teaching them to self-reflect. In June I conducted a mini inquiry into my own teaching practice. I gathered student voice , watched videos of my teaching , gathered feedback and analysed my learning design . Overall I realised that I frequently got students to self-reflect and discuss their level of understanding in maths, but rarely did this in reading! I also found that although I explicitly taught the use of comprehension strategies, I did not discuss when to employ them, or ask the students questions about their use of strategies. Changes to the way I teach reading I decided to include a time for self