Reflecting

I have enjoyed this inquiry. It was meaningful and purposeful. It is definitely something that I would continue next year. 

I have observed an increase in the depth and substance of children's writing throughout the year. The versatility of the planning structure proved invaluable as our writing focuses evolved.

Crucially, the system allowed us to layer new learning onto previous skills as the year progressed. This scaffolded approach meant that new concepts were built on existing knowledge, ensuring that students did not leave things out or forget prior learning. This cumulative approach to skill acquisition directly contributed to the increased depth now evident in their work.

Observation and feedback from buddy teacher.

I received positive and constructive feedback from my buddy teacher following her observation on my lesson. It was great to have another teacher observe the tamariki using the plan. My buddy teacher teaches in the classroom next door and I receive her tamariki next year. We had good discussions about how certain tamariki in her class would benefit from this planning next year. I was able to show her the first plans and how we used them initially and how and what changes were made to develop the plans further and extend tamariki.  She noted several successful aspects of the lesson:

• The students clearly understood the task expectations and demonstrated confidence and independence in knowing how to proceed with their writing plan.

• Digital use had a great impact when planning their writing.

• students extending their writing, moving beyond initial requirements to develop their ideas further.

• Using talk to text was a valuable tool to enable all students to get their ideas down in their plan to use for their writing.