My reflection on my Inquiry

 Write a reflection on your own professional learning through this inquiry cycle. 

I have thoroughly enjoyed our PD for CoL meetings led by our Woolf Fisher researchers Hana, Aaron, and Rebecca. I have appreciated and learnt a lot from Hana and Aaron's step by step 'delving deeper' into finding what the actual challenge is for learners are. My normal reaction or next step would be "Oh I think TESSOL strategies would help them". Jumping straight to a solution rather than conducting some actual research into what has already worked for others.

I enjoyed Rebeccas random challenges when she's in attendance. "So what did you change in your teaching? How do you know that's what caused the change? where's your proof/evidence?"

Working so closely with my target group of students enabled me to get to know them better, especially their families as we conducted consistent bits of data throughout their learning journey this year.

As I head into the new year, my wonderings still remain about Mr Burts 'three-fer' and how we go about achieving that. This year, my professional kete has been filled, not just learning about my own teaching practice, but also new and interesting ideas for my team of teachers next year.
It has been a great year 2019!

Summarise evidence of key shifts

2. Summarise evidence about key shifts in the problem of student learning.

My 2 catalytic areas of focus for this inquiry was targeting reading mileage and vocabulary acquisition. I found this really difficult to get started due to my target students poor self-esteem and attitude when it came to reading. This showed up in one of my first student voice surveys which I shared in my blog post about preliminary findings.

The above are the shifts in reading levels and reading ages made this year alone. The table below shows their shifts over the past 3 years. This is to show the comparison to what had been their 'norm' in terms of shifts in reading, compared to the shifts they made this year alone.

As you can see, student FM made no shift in reading levels for 2 years and only made 1 shift last year. This year he has shifted up 4 levels in his reading! That is an incredible feat and achievement for him,

Student AV only arrived in NZ in 2018 and made no shifts that year. This year she made a whopping 8 level shift! I have a feeling she may have been put at the wrong level to start with due to the miscommunication and language barrier at the start of her journey in NZ.

Student LL made a combined shift of 5 levels over the last 3 years. She has made the same shift this one year alone.

Student SK has had a history of missing out on testing that she's only been on record as moving 2 reading levels over the past 3 years. She is very thrilled to have moved up 6 levels this year.

Student PT is new to NZ and Pt England so does not have any past data to compare with.

Student AT has missed almost half the year of schooling and is yet to return in Term 4. He has done well to make 4 levels shift in reading compared to 4 level shift over the last 3 years combined,

Student GW looks like he actually peaked last year with his reading shifts. That might explain why it was very hard to make shift this year. He only managed to shift in the second half of the year.

Student RF has maintained a high shift in reading levels last year and this year. This is great compared to no shifts made in 2017.

Another area of learning that showed shift, was the student voice data that was collect at certain intervals throughout the year. Here is the link to the slides.