Blogpost #2- Teaching as Inquiry

Teaching as inquiry (TAI) is a process that encourages teachers to change their practice in order to enhance success for students. It involves inquiry into the impact of teaching and the teaching–learning relationship. TAI is "not a ‘project’, an ‘initiative’ or an ‘innovation’ but a professional way of being." (Timperley, Kaser, Halbert, 2014, p. 22)

                   

Blogpost #1 - 2022: Here We Go!

 Well, it's happened again, just when we thought 2022 would be better than the previous two topsy-turvy years, Covid has reared its disruptive head.

Covid has ripped through my class with students either testing positive or having to isolate because someone in their household has tested positive. Covid also paid a visit to my whare, but my husband was the only one to be given a wide berth. 

With the reduced student numbers and the number of staff isolating, we had to combine classes to make it work. 

In finding the silver lining, this was a fantastic opportunity to really get to know my students; their likes, dislikes, strengths and weaknesses.  

I haven't quite figured out my inquiry focus, but do know it will be a Reading focus as there is still a significant need in that area.

Evaluation of 2021 Intervention

 

Lockdown Learning

 I found it really hard to engage my students and families over lockdown. I had an average attendance of around 50%, Mondays were usually lower. I tried calling and many numbers were disconnected and had not been updated by families on the school management system. 

One parent confided that she knew that her boy stayed up all night and played online games, but that meant he normally slept most of the day and only woke up around the time she got back from work. This worked for her because this meant he was safe and not up and about. 

I tried various ways to contact families to get their tamariki online. Some avenues trialled:

• Asking the students who were present to contact their friends who were not in class.
• Using Skool Loop.
• Once Level 3 was introduced, dropped off home learning packs for students who had damaged their devices and had no way of accessing online learning.
•  Calling and doing welfare checks.
• Texting/ calling

I decided to suspend my enquiry during lockdown as I did not want to add to my stress and that of our families and we just continued lessons with the students who came online. 

DFI Week 9 - Google Level 1 & 2 Results

 I did it! A BIG THANK YOU  to the DFI Team for all the help and support. 

DFI Week 8: Computational Thinking

 Another challenging week - learning to code and use Scratch. Below is my first attempt

DFI Week 7: Devices

This week we got to use the Chromebooks and iPads that the students use.  We used Explain Everything on the iPads to create resources. I found this really difficult because I seldom use an iPad, but I also lacked motivation as my students don't use iPads. I was more focused on fully understanding the Chromebook (and doing the 'Digital Dig' ) as this is the tool used by students.

The Evolution of Classroom Technology

Chalkboard (1890)

Projector (1925)

Calculator (1970)

Chromebooks (today)

Computers and devices do more than provide students with a platform and resources with which to learn. They also help engage students, prepare them for careers (which is particularly important as Science, Technology, Engineering and Math fields continue to increase in demand) and close achievement gaps. 

Technology changes all the time and it is our responsibility as teachers to keep pace with this change in order to provide the best possible outcomes for our ākonga.