After two days of preparing for student led learning conversations and marking writing samples, I am seeing an exciting trend in writing levels.
Our Term 1 writing sample had 12 of 25 students achieving below the expected end-of-year levels. After marking the 26 samples, only three are below the expected end-of-year level.
It would be interesting to look for a connection between the number of student posts in relation to the increase in levels.
Sunday, 25 August 2013
Thursday, 15 August 2013
Ariki reflection Term 3
In scanning through all to posts on this blog to share my progress since our first presentation, it is clear how far we have come and how much we have achieved in regards to increasing both the qantity and quality of writing within the class!
Personal blogging has taken off and there is no better illustration of this than students posting 19 separate posts on their personal blogs in one day. The perfect example is Josh D who would never have written at home for fun and struggled to write at school. In the last 10 days, he has made five posts from home, often getting his elder brother to help him. This elder brother is not keen on writing at school either but they are enjoying the challenge of his personal blog. Josh D's Blog
This, and the discussion at the Ariki presentation, brings up a few next steps to focus on for the remainder of the term.
Student Blogging:
1. Give students more time for personal blogging in class.
2. Draw attention to and celebrate student blogging within the class.
3. Identify needs and teach writing workshops through student blogs.
4. Promote student writing through Twitter more aggressively to attract visitors and comments.
5. Unpack student comments, revisit and edit using success criteria to make them more effective.
AKO: Student's teaching students:
1. Get students to identify something they are good at.
2. Unpack and structure a workshop for KidsAKO.
3. Test and adapt student workshop planning.
4. Unpack the success criteria of instructions and commment on Weedons writing.
5. Interact with Weedons around writing challenges.
It is times like this morning that make me smile, when a reluctant writer comes in before school and asks if I have seen the post he put up on his blog from home last night - three days in a row!
Personal blogging has taken off and there is no better illustration of this than students posting 19 separate posts on their personal blogs in one day. The perfect example is Josh D who would never have written at home for fun and struggled to write at school. In the last 10 days, he has made five posts from home, often getting his elder brother to help him. This elder brother is not keen on writing at school either but they are enjoying the challenge of his personal blog. Josh D's Blog
This, and the discussion at the Ariki presentation, brings up a few next steps to focus on for the remainder of the term.
Student Blogging:
1. Give students more time for personal blogging in class.
2. Draw attention to and celebrate student blogging within the class.
3. Identify needs and teach writing workshops through student blogs.
4. Promote student writing through Twitter more aggressively to attract visitors and comments.
5. Unpack student comments, revisit and edit using success criteria to make them more effective.
AKO: Student's teaching students:
1. Get students to identify something they are good at.
2. Unpack and structure a workshop for KidsAKO.
3. Test and adapt student workshop planning.
4. Unpack the success criteria of instructions and commment on Weedons writing.
5. Interact with Weedons around writing challenges.
It is times like this morning that make me smile, when a reluctant writer comes in before school and asks if I have seen the post he put up on his blog from home last night - three days in a row!
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