Testing out hypotheses

For each of your hypotheses, explain how you will test it and what evidence would support (or refute) that hypothesis.

Here is a plan for how I will test out each hypothesis giving a before and after 'snapshot'.

Hypothesis 1: Vocab and Comprehension:
My evidence to best show this would be a combination of my teacher planning in the DATs section (Deliberate Acts of Teaching) and the reflection notes describing how the group discussions went around vocab. Also students follow-up tasks on their blog. If students are able to explain that their learning was about the vocab found in texts rather than what the story was about.

Hypothesis 2: Student Voice
Evidence for this would be collecting student voice surveys from each Term as the year goes on. I'll also be looking at my reflection notes to see who/how many students I get to see 1-1 each week.

Hypothesis 3: Being Test Ready (Scaffolding)
I've put scaffolding in brackets as I feel it is the taking away of the materials students are using in their learning which will give an indication as to how well they can cope with learning without all the gadgets. As I haven't done much prep work this time round for running records testing, I can compare behaviours during testing - without any preparation around what to expect when you get tested - to later on in the year and format lessons so students know what to expect.

Hypothesis 4: High Expectations
The best way to try this out would be from our goal setting at the start of each term. From the goals we set at the start of the term, I will test to see who has made shifts and who hasn't. From there I'll evaluate and reflect on whether the expectations were too high, and if so, what's a smaller step we can aim for that's not reading age related but maybe more towards vocabulary.