Most Test Worthy Hypotheses

Explain the hypotheses about teaching that you decided were MOST worth testing, and why.

'' For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about what is being learnt, and how they should go about it. When learning and the path towards it are clear, research shows that there are a number of important shifts for students. Their motivation improves, they stay on-task, their behaviour improves and they are able to take more responsibility for their learning. ''

Absolum, M. (2006). 'Clarity in the Classroom'.

“Effective teachers inquire into the relationship between what they do and what happens for students (outcomes). But effective teachers do more than simply inquire (or reflect) – they take action to improve the outcomes for students and continue to inquire into the value of these interventions.” 

(Aitken, 2010)

In delving deeper into this inquiry, I've realised there are so many factors and points I would like to cover in order to get my students into the right head space where they can take responsibility for their own learning, and my role in helping them get to that place. Here are a list of hypotheses I have decided (based on learning conversations around the school) are MOST test worthy and beneficial for my learners at the present time.

Hypothesis 1: Vocab vs Comprehension

Should I be focusing more on vocab rather than comprehension? Based on observation and testing so far, generating general conversation about a text has been difficult at times because the reading hasn't been fluent enough. Decoding is a bit of a stutter so the understanding of words hasn't been too clear. I believe although they are Year 7/8 students, a focus on vocabulary and letter sounds would more beneficial not just for their reading but also for writing. This hypotheses has come about through my observations with Helen Squires, specialised spelling test from Donna Ryan.

Hypothesis 2: Student voice

Am I checking in enough 1-1 with students? Am I listening to what they have to say about their learning? What I have found so far in my random 1-1 sessions is they become more switched on after their talks with me. They pay more attention and I guess they start to feel like they've been listened to. Doing more of this during a term would benefit students in my target group especially because they already have poor attendance and some have been identified as having behavioural issues. 

Hypothesis 3: Being 'Test' Ready (Scaffolding)

Am I setting students up to be 'test ready' in Year 7/8 standardised testing situations? With iPads and using voice typing, and all the specialised scaffolding students are needing in order understand what they are learning about. None of these are on hand to use during normal standardised testing. Am I setting them up to be test ready?

Hypothesis 4: High Expectations

Are my expectations of my target group high enough? Or is it too high? Keeping in mind that these students have been at school for 6-7 years already and are still reading at 5.9years - 7.5 years reading age. Is a jump from 6years to 6.5years in a term too high of an expectation?