Literacy Tips
The tips are in the Staff Handbook under Ako and then Literacy. This section also outlines what literacy support we can offer, and will be continually updated with other useful information such as student data and professional readings.
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Designing your collaborative inquiry question:
![Picture](/uploads/7/1/9/3/7193937/slide-13_1_orig.jpg)
When zeroing in on a focus, this is one of those times when it really is all about you. Remember; we can’t change the student, nor should we want to. The only thing we can change is our own practice. Designing an inquiry question is important as it keeps you focused on your goal and can be an anchor when life and the demands of school mean that sometimes we lose sight of what we’re doing.
How are WE contributing to the situation?
How are WE contributing to the situation?
![Picture](/uploads/7/1/9/3/7193937/published/slide-1_3.jpg?1495426266)
In this example, we may have realised that our students' outlook towards risk-taking or attitude in the face of academic challenge is what’s holding them back. This is the thing we’re wanting to change (the bit in yellow). What we don’t know yet, is how we’re going to go about improving that. That’s what our team inquiry’s all about. We may have a few ideas or a hunch as to how to go about improving this, but we will probably also have to undertake some new learning or PLD in this area...
![Picture](/uploads/7/1/9/3/7193937/published/slide-2_2.jpg?1495426285)
Again here, as a team, we may have realised that a commonality between all our priority learners boils down to a weakness in their social and emotional skills in the school or classroom setting. We know that they’re going to need to be able to work with others in order to achieve many things at school and in the workplace, so our team inquiry is around how we might provide more meaningful opportunities for students to develop these important skills, which will ultimately affect their ability to succeed academically and at life.
![Picture](/uploads/7/1/9/3/7193937/published/screen-shot-2017-05-21-at-1-03-59-pm.png?1495328691)
Your question needs to be B R O A D enough that there are a wide range of solutions or possibilities
But narrow enough that your team has some helpful boundaries
For example - between the too narrow, “HMW design a worksheet that keeps students focused” and the too broad, “HWM redesign education in New Zealand.”
http://stanford.io/2jkE6ZR
But narrow enough that your team has some helpful boundaries
For example - between the too narrow, “HMW design a worksheet that keeps students focused” and the too broad, “HWM redesign education in New Zealand.”
http://stanford.io/2jkE6ZR
![Picture](/uploads/7/1/9/3/7193937/published/hmw.jpg?1495330764)
How to generate your HMW questions:
Begin with some problem or point-of-view statements.
Eg “students find it challenging to process and synthesise large blocks of text”
“Students find it challenging to sustain concentration when analysing long passages of text.”
“Students have trouble expressing their ideas clearly and logically in writing”
“Students find it challenging to work effectively as a team to achieve a common goal.”
Begin with some problem or point-of-view statements.
Eg “students find it challenging to process and synthesise large blocks of text”
“Students find it challenging to sustain concentration when analysing long passages of text.”
“Students have trouble expressing their ideas clearly and logically in writing”
“Students find it challenging to work effectively as a team to achieve a common goal.”
![Picture](/uploads/7/1/9/3/7193937/published/how-might-we.jpg?1495330087)
What is happening for learners during the challenging process?
Eg “students find it challenging to process and synthesise large blocks of text”
-Students get started ok, but peter out a few sentences in
How might we re-design course material that's more visibly accessible and engaging for students so that they can understand, process and clearly express what they have learned?
image: Ewan McIntosh
Eg “students find it challenging to process and synthesise large blocks of text”
-Students get started ok, but peter out a few sentences in
- -Students seem to get overwhelmed by the dense text
- -Students find it hard to keep track of more than one idea when trying to synthesise… etc etc
How might we re-design course material that's more visibly accessible and engaging for students so that they can understand, process and clearly express what they have learned?
image: Ewan McIntosh