Monday, 27 March 2017

Vanishing Dictation & 4 3 2 Strategy- Increase Student Talk (Literacy)

Weeks 8-11

Goal: Students are not talking in Reading and Writing neither hold a story in their head for a while so I decide to use IOL (Intensive Oral Language) and some TESSOL scaffolding practices (such as Rub off dictation, 4 3 1 strategy & Cut off sentence) to increase their ability to talk and hold an information in their head long enough to record it down.

In the ESOL online website I found this TESSOL strategies and I think they will help not only to increase student talk in class but also their ability to write at the end of the next four weeks.

We have IOL program every Monday morning and we are using the same topic, topic for writing during the week. We are recycling the same topic words in the week.

First we co-construct a story (whole class)and then I use 4, 3, 1 strategy for students to repeat the story 3 times to three different friends. I believe that this will help them to hold their story in their head long enough to record it down.

After that then we all come back and I will start rubbing off some high frequency words one by one. Students are reading the story filling in some of the words that are missing. At the end, they will go off and write down the story, copy it down and fill in the missing words on their own.

Indicators of progress
(what I’m looking for that shows I’m making a difference to student progress)
  • Increase in student talk
  • Improve ability to write more than one word in a sentence
  • Increase confident to use variety of verbs in their story/talk
  • Increase students verbs knowledge
  • Improve in student waiting for their turn.

At the end of the four weeks, this is what I have found. And here are some of the results of their work from their work books.

After 8-11 weeks

  • Increase in the quality of student talk. Vanishing dictation helps students to identify more high frequency words/verbs to use in their talk or when expressing their feelings.
  • Word Wall - In our Room we have a Word Wall and students are able to identify and use words in their writing correctly
  • Three of my target students are able to write their story independently … it is great to see them do that at an early part of the year, they can easily identify words from the wall.

Friday, 17 March 2017

Sentence Stems and Prompts - Increase Student Talk

Weeks 5-7

Goal:  Students are beginning to talk with confidence once they are gifted with correct Mathematical language to use. I will use TESSOL scaffolding practices (sentence frames and prompts) to support student to create and share in authentic contexts.

These are the sentence stems and prompts that I will be using in class during Maths lesson to encourage encourage student talk and increase their confidence in explaining their thinking.


Indicators of progress
(What I’m looking for that shows I’m making a difference to student progress)
  • Increase student engagement
  • Students using key vocabularies confidently
  • Lots of student talk
  • Increase confident to work independently whether with the ipad or any other types of activities
  • Students produce an art or movie on what they have learned.

Using sentence stems was successful for some students but not all. Sentence stems gave students starting point and an idea to focus on when thinking. At the end of the four weeks, I got to evlauate this and here are my findings.

Weeks 5-8
  • Hands-on activities (as in our IOL program and using of real life problems LINK) lead on to increase student engagement.
  • Some students are able to use key vocabularies by repeating some rephrasing sentences from the teacher  
  • Increasing their confident to work leads to being able to participate in a role play and speak with confidence  
  • Some of the sentence stems are too hard for some students to use so I need to be selective of which one to use otherwise rephrase them.

Now that student talk has increased and students participated and contributed a lot -
waiting time is something to work on. Students to work on waiting their turn, and teacher on giving enough time for the child to respond.

Monday, 13 March 2017

Everyone Can Learn Maths To The Highest Level.

This article have encouraged me to believe that every child in my class can learn Maths  to the highest level. It made me worked hard to see whether it is going to happen or not. The children are very young to understand the importance of Maths in their lives but it is my job to make them feel that they can be successful in Maths. I worked harder than ever, read lots of research looking for teaching approaches that may help students in my class. 

Monday, 6 March 2017

Teachers with high expectations in Maths

Through further Maths PLD I have realised that it is important to have high expectation for my students - children's performance in Maths can be influenced by teachers' expections. 

What do teachers with high expectations do?

Mixed ability groupings enable student talk. Students in my class were beginning to explain their thinking though I thought that they are too young. Students were learning from each other - they became friends with each other and so they were not shy to say however they solve a Maths problems. 

Well-defined learning goals is something that I do now. I used to do this before and I thought that children are too young to understand it. I have realised that children will understand if I made the goals specific and simple to be understood.

Responsibility for learning is something that I have started doing. It was ok at the beginning because it helped in managing some of the unexpected behaviours. But it did not last because consistency was not there. This is something that I will go back try doing it again.