Analysing my Science Engagement Survey

The What??

My students all completed a science engagement survey as part of our science PD for the year. 

The results 

100% of students surveyed said they are encouraged to ask questions about what we observe 

100% of students surveyed said they are encouraged to take time to observe something carefully 

Almost all students said we show ideas and patterns using diagrams/ graphs. tables. 

Almost half the students said they were unsure or weren't able to investigate their own questions. 

Half the students were unsure or weren't given opportunities to try out different ways of investigating 

So What?

I can see that my data is reflective of what is happening in my class. We often 'run' out of time to investigate our own questions and then I move on to new science learning in the next session. This has made me think I need to slow down and give students more time to investigate and try out different ways of investigating or solving problems. Perhaps revisiting or reflecting upon science learning we have already done is key. 

Apprasial Goal

Goal

Professional Standard 1 - Connecting current professional learning and considering how this will look in the context of Te Tiriti (partnership, participation, and protection). Reflecting on teaching Reo.

Continue to work with MIT cluster and within school management and colleagues to keep up the high standards you have set for yourself.

Specific Action 
Blog reflections specifically addressing the needs of Māori learners. Evidence of Reo teaching (explicit and interwoven) Consideration of Tikanga within the class. 


What have I achieved so far? 

I have been busy this year with my MIT inquiry, class on air, mentoring and teaching full time. I am currently thinly spread across my responsibilities. These last few weeks and next term I am focusing on my Reo in the classroom. Already throughout the year I have timetabled weekly Te Reo teaching which is explicit, although at times I struggle to interweave Te Reo throughout the day - this is due to my lack of knowledge. 

My class discussed the need for posters around the room to help us with our Te Reo ( Which we put up last week). Sally has given me the book 'Maori at Home' which is an everyday guide to learning the Maori language. Each day I am aiming to incorporate a new word or phrase into the classroom. We have started playing games in Te Reo ( With the help of a fluent student in my class). We have also discussed the relationship of the the tuakana - teina ( TKI information) in our science learning with the junior classroom. 

A question to ponder: What does tikanga look like in Ruma 4?

Dr Cynthia Greenleaf - Developing in Digital Worlds

Developing in Digital Worlds with Cynthia Greenleaf!!

Setting Discussion Norms 

• It is important to set discussion norms in your classroom. "How we support each other in the classroom" - Can co-construct with your class.
• Changeable 
• Can be added to over time. 

Those who do the reading, thinking and talking are the ones doing the learning. 

How do we get a dialogic argumentation? 
Allow students to engaged in texts that pose different ideas. Allow students to engage in discussions where they have to justify their ideas.

Slip or Trip Example:

Discuss in small groups.
Find evidence explain its importance.

Skill: Make a claim, can find evidence, can't link the two with critically reasoning.

Go Meta! - Metacognitive, go meta with our relationships

Refine our norm! - What supports collaborative argumentation? (Positive rules)

Think about online discussions? Students are in a world where they can talk online in many different forums. Are we allowing students to have opportunities to negotiate social norms?

Online forums create distances between those interacting and talking - we are unable to read facial cues and gestures.

https://www.readingapprenticeship.org/


Next Steps for myself:
What about another point of view? How could you use the point to support your argument?

Selective Bias -
Argumentation writing- Show all perspectives, weigh them up and then come to a conclusion.

Getting students to be comfortable with the 'unsolved' with wonderings. No right or wrong answer

Provocation/ Picture Idea!

Once a week where students have to respond and contest their beliefs. Could upload to the class blog. Students could write their response??- Do with Sally!

Could review their conversations 'go meta' or 'analyze evidence'.

MIT Tool Development

Today has been a day of reviewing and developing my tool. This has been one of the most successful days working on my tool. As I progressed it made more and more sense and came together.

I have extended the content from only having board examples and question prompts. Below is my website layout. The website is yet to go live as I want to get a few more videos up.



Homepage:
The What? The why? The how? and about me.
I am going to add pictures of students to this page as it is not very visually appealing.

Page 2 

The Boards- Examples of boards with links to make a copy. At the bottom of this page is a google form that other teachers can submit their boards onto the site. 

Page 3:  Question Prompt- This page has question prompts that link to videos of the students using them. ( Still, need to get that video footage). Michelle ( My principal suggested a link so that teachers can access these prompts to save onto their drive or print) 

Page 4: Example of what argumentation looks like in my classroom. I have One example but will be filming more as part of my class on air that I can use too. 

Page 5: Students Blog Example- This will have links to students blogs showing their argumentation boards. A way for teachers to see the ways my students have shared their learning and thinking. 

Page 6: Creating your own board. This page has links to website and search engines that I use to find my text content. It also has a checklist with ideas to think about when designing your own boards.