5.  How can e-learning support and extend what I am trying to achieve when planning programmes of work for groups and individuals? 

This year (2015) I, personally, have been a little slow to get eLearning embedded in my daily programme in an authentic and creative way.

We use Maths Buddy regularly and have also began to use StudyLadder across literacy and numeracy.  We use Symbaloo as a central link where students can access a range of literacy and numeracy websites to support their learning.

However ... the creative use of iPads has really dropped off this year.  I have been using Hapara Dashboard with 1 literacy group - pushing out Explain Everything tasks related to reading and writing tasks.  The students found these engaging and motivated for a couple of weeks.  I did then find that they got a little over doing the same thing each week.  This made me realise that 1 app is not sufficient to provide a balanced and varied learning programme.  

A goal for our whole LC is to push the use of eLearning this term and for the remainder of the year.  Last year Nicki and I used a range of apps to enhance learning for our students.  We moved up and down the SAMR model (Substitution, Augmentation, Modification, and Redefinition).  This year most of what we have been doing in very low on the SAMR scale.  

This area is definitely a work in progress. 

4.  How are Te Kowhai learner qualities and values represented within lessons?

We often refer to the LQs throughout the day.  When modelling Daily 5 and revisiting the learning behaviours we are trying to develop we will refer to the relevant LQ:

• During Daily 5 we talk about being good 'self managers', 'resilient', 'collaborators', 'communicators' and 'thinkers' so we can become better readers and writers. 
• We (Junior Syndicate) planned and taught a 2 week unit to explore the learner qualities and PRIDE values at the beginning of Term 1.  We explored each quality and value through hands on interactive learning experiences.  

Admittedly I think we could do more with these, particularly the PRIDE Values.  Both LQs and values need to be revisited often to ensure they remain constant in the students actions throughout the school day.  Maybe we could look at implementing a value focus each week/day through oral language?  Maybe certificates within our LC that celebrate when individuals, groups exhibit certain LQs or Values?

3.  How do I use appropriate data to ensure my programmes are effective?

We use a range of assessment data and teacher observations, and student/teacher; teacher/teacher discussions to inform our teaching and next steps. 

• We use running record data (considering accuracy, fluency, self correction rate, analysis of errors and comprehension) to place children in needs based literacy groups.  Children stay in the same group for both reading and writing.  The guided sessions we take with groups are focussed on 3-4 learning goals (WALTS) that are relevant to each group. (using the TK progressions).
• We use independent and guided writing samples to determine what each student's needs are.  Each child has a goal sheet for their Writing level (1B, 1P, 1A) glued into their writing books.  We use 'tickled pink' and 'green for growth' as a form of feedback/feedforward.
• We use results from ICAN assessments to group students in maths (numeracy stages).  Planning and teaching is focussed on student's needs identified from ICAN results.  We are looking at implementing Daily 3 in maths.  We teach maths for 1 hour 5 days a week (usually) and all teachers see three groups a day - ensuring every child is receiving 15 minute focussed guided sessions each day.  Plus they will do a range of independent and collaborative maths tasks.  

• We keep up to date with current teaching ideas and are reflective about our daily programmes, making changes and tweaks as necessary.   

2.  How am I meeting the wide range of learning needs in my class? (groupings, teaching strategies) 

All core learning areas are grouped by needs.  These groups are known as differentiated groups.  Within these differentiated groups students may be also working towards individual goals.  This is particularly evident in writing where within 1 group children may be working on different goals.  

Maths groups are differentiated by numeracy stage.  Planning and teaching is derived from ICAN results.

I use a range of Deliberate Acts of Teaching (DATs) to support my teaching:

• Modelling writing/reading and math strategies to both whole class and small groups.
• prompting - often and everyday in a range of situations to encourage children to use what they already know to solve problems eg. spelling a tricky word, sounding out a word in reading.
• Questioning - used all the time, in both large and small group situations.  A range of questions are asked, both open and closed.  Using teaching resources such as de bono's thinking hats and Tony Ryans 'Thinkers Keys' are helpful way to elicit deeper thinking.
• Giving Feedback - this is regular and timely.  Use to affirm, inform and guide future learning.
• Telling - telling students what they need to help them move forward in their learning.  I believe there is a place in the classroom for telling.  There is no point going around in circles trying to elicit answers from students if they do not know.  
• Explaining - this happens everyday.  While modelling and implementing our Daily 5 programme we did lots of explaining as we guided the students through each component of the Daily 5. 
• Directing - again this happens daily in our Junior classroom.  We use directing often during guided sessions as we work towards developing our students to become independent learners.

1.  What do I take into account when planning programmes of work for groups and individuals?

We as a Learning Community plan and teach all core curriculum areas (literacy and numeracy) based on student needs.  We use data gathered (Running Records, independent writing samples, ICAN/Gloss) to inform our groupings of students and content we teach. Data is gathered each term and once entered and reflected upon by us collaboratively this is filed alphabetically in folders, or added to Student Portfolios.  

We use the TK Learning Progressions when planning and these are evident in student writing books and maths books.  These are still to be implemented fully in our reading programme.