Research #1 = Reading

 Share three pieces of academic or professional reading and explain how they and other sources helped you form hypotheses about aspects of teaching that might contribute to current patterns of learning.

ERO: Keeping children engaged and achieving in writing: Teaching approaches and strategies that work.

This reading features strategies and approaches that were observed in 40 primary schools across New Zealand where achievement in writing had been accelerated. These are the aspects that stood out to me:

Students were active partners in designing their learning plans; they were supported to monitor their own progress; knew what they needed to learn next, and were able to provide feedback about the teaching actions that worked for them.

A balance of informal writing opportunities and more formal writing instruction. During play-based learning, children often independently chose to write lists, menus, books.
Pre-writing activity/ Prior knowledge -- writing down their keywords, learners ask questions, read a book, write down more keywords. They were then asked to think of a sentence that included some of the interesting words and tell their neighbour their sentence.

Parents and whānau were formally invited to be part of the process and were involved in workshops to develop home activities and frequent, regular three-way conferencing in which teachers emphasised progress and success.

Teachers involved most parents in setting goals and agreeing on the next learning steps with their child. Collaboratively analysed children’s writing samples. A shared understanding of the writing progressions helped children and teachers know about individuals’ writing achievement, progress, and next steps.

My takeaways from this reading are:

Creating opportunities for learners to be part of designing what they learn. This will increase their ownership and will support them in articulating what their strengths are and what their next steps are in writing. 

My learners are able to think, draw and talk about detailed ideas. This can further be developed by giving them ‘independent writing’ time. Growing their love for writing and allowing them to see themselves as writers is important. 

Reflection: I feel there is a missing piece in my hypotheses about involving whānau in their child's learning, specifically writing. I want to strengthen whānau engagement through involving them in their child's learning in writing. Having three-way conversations (learner, parent/s, and teacher) to talk about the students' writing and giving whānau tools to help their child’s writing at home.

If I involve whānau when giving and receiving feedback about their child’s writing, will writing achievement lift?

If I  provide whānau with strategies and resources of how they can help at home, will writing achievement lift?

Education Review Office. (2019). Keeping children engaged and achieving in writing: Teaching approaches and strategies that work. Wellington, New Zealand: Author