Waking Up My Reading
This is the first of 9 sessions in the Reading Practice Intensive programme. This course has already awakened my curiosity about how to provide a fun, exciting learning programme for my students across the curriculum using reading as my door in.
Kaupapa and pedagogy of the Manaiakalani Reading Programme
The "Designing Learning with the End in Mind" helped clarify where teacher instruction, teacher scaffolding and student learning fits in.
T = more teacher focus, levelled text, harder to read to grow
T/L = negotiating between learners
L = learner creates and shares in a variety of ways. Graphic Organizers, Multi-Modal, T-shaped Literacy, Reciprocal Learning, Literacy Circles
WHAT LEARNING SHOULD LOOK LIKE:
Model to practice for the whole school/studio???
Implications for improving my capability and confidence in teaching reading.
- the RPI course will introduce me to new ideas, remind me of old ideas I stopped using and give me opportunities to reflect on my reading programme with colleagues.
- use the idea of the "Taskboard" in with current T- Shaped Literacy to increase students' self-efficacy.
- sharing of the survey, giving us a direction as a group on how we can learn together to enjoy reading and learn.
- use the idea of the "Taskboard" to provide opportunities for self-efficacy for the students - motivating students, helping them make choices for themselves (buddy?) and persist in face of difficulty. Links to our RISE values of resilience, integrity, success and empathy.
- discuss 3 tiers of vocabulary - where are you confident, where would you like some support, who could support you, what support could you offer
Implications for my wider community.
- share "Designing Learning with the End in Mind" to clarify where instructional, scaffolded, independent learning best fits.
- share the survey with my team. Would this be a way of connecting with our students? Mid-year and end of the year to reflect on changes over the year.
- share the "Power of Talk" ground rules, how can it be implemented across the curriculum, and how does it connect to current "DIMC" sharing (closely : >)
2) Whānau/aiga
- share later in the year as I become clearer in the process - possibly send them an adjusted reading survey.
Watch out for the photographs to follow over the next 3 weeks : >
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