Alice @keelingalice and I @kiwiallana have taken up the challenge for our Action Research Project.
We plan to investigate the impact of building independent learning behaviours as an extension of the explicit Daily 5 approach that models clear expectations and establishes routines based on goal-setting, with student choice.
We will investigate if this does in fact in turn produce independent learners whose learning goals and successes are relevant and clear and can be confidently articulated.
We believe Daily 5 approach gives students the opportunity to develop and exercise agency and independence in their learning.
Through the explicit teaching of expectations and routines, learners are able to make informed and empowered choices about their learning and next learning steps.
Research Summary:
We have read widely over a range of teacher resource books, recognised blogs and ministry of education publications we the express purpose of looking at how to develop independence in learning to progress from the implementation of daily 5 - literacy.
There were some key points that emerged:
1. Co-constructing scaffolding charts and developing ‘Student Experts’ allows for greater independence along with gradual release to independence.
- Daily 5, The (Second Edition): Fostering Literacy in the Elementary Grades
- Cameron S. Dempsey L. ‘The Writing Book’ S&L Publishing 2013
2. Expectations being taught explicitly through collaborative construction, modeling and muscle memory activities - supported by current brain research.
- Boushey, G. and Joan Moser. J. (2014) Daily 5, The (Second Edition): Fostering Literacy in the Elementary Grades. Stenhouse Publishers
3. Specific learning Language is taught and used across the curriculum - making connections and generalising their learning.
- Cameron S. Dempsey L. ‘The Writing Book’ S&L Publishing 2013
- Boushey, G. and Joan Moser. J. (2014) Daily 5, The (Second Edition): Fostering Literacy in the Elementary Grades. Stenhouse Publishers
- Boushey, G. and Joan Moser. J. (2009) The CAFE Book: Engaging All Students in Daily Literary Assessment and Instruction. Stenhouse Publishers
4. Questioning helps to unpack student understanding and develops deeper thinking
Research Question:
How can range of scaffolding tools be used to help develop independence in learning?
Action:
- Gather Student information about what to do do when you get stuck.
- Co-constructing ‘How To’ charts.
- Develop ‘Experts’ display and use AKO.
Reading List:
Boushey, G. and Joan Moser. J. (2006) The Daily 5. Stenhouse Publishers
Boushey, G. and Joan Moser. J. (2014) Daily 5, The (Second Edition): Fostering Literacy in the Elementary Grades. Stenhouse Publishers
Boushey, G. and Joan Moser. J. (2009) The CAFE Book: Engaging All Students in Daily Literary Assessment and Instruction. Stenhouse Publishers
Cameron S. Dempsey L. (2013) The Writing Book, S&L Publishing
Absolum, M. (2006). Clarity in the Classroom: Using Formative Assessment. Auckland: Hodder Education.
nzcurriculum.tki.org.nz. Why is learning to learn so important? / Issue 21: May 2012
Gibbs, R. and Poskitt, J. (2010). Student Engagement in the Middle Years of Schooling (Years 7–10): A Literature Review. Report to the Ministry of Education. Available at http://www.educationcounts.govt.nz/publications/ schooling/student-engagement-in-the-middle-years-of-schooling-years-7-10-a-literature-review/introduction
Unboxed: A journal of adult learning in schools. Issue 10, Spring 2013
Mindsets and Student Agency, Eduardo Briceño
Website List:
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