R.P.I. Day 9 Sharing (in response to reading).

 

We've made it to the last day of this intensive (and very valuable) programme!

We began the day by going into our breakout groups to discuss how our 'Create' lessons went and also to discuss our survey results. It was great to see so many interesting lessons and this reinforced the importance of including the 'create' aspect to teaching reading. The survey results were varied and interesting and were a good reminder to survey students before and after learning to enable an overview of what's happening and to see where shifts have occurred.

Next, Dorothy talked about the importance of creating opportunities for students to share what they have learnt. Obviously there are many ways for students to share their work but blogging is particularly effective as it 'ticks all the boxes' in regards to the audience reached. I value blogging for this reason but also think it is important for students to have the opportunity to share person to person with whānau and the community, an example being an open day where students can present their work.

Kiri then talked about participating in reading communities. She recapped on the all important 'reading pillars of practice'.  We then focussed on 'reading communities' and how vital they are. Of course, sharing is a crucial part of learning in regards to reading communities. This is a reminder to myself in regards to planning:

We then participated in an exercise which showed us how much information we can gain about a students based on their blog posts:

Devon's Blog Post

Next, Janet talked to us about visible reading and learning. The main focus of this was blogging and its effectiveness. We looked at the different uses for learner and class blogs. I haven't used class blogs before and am keen to do so as part of exam preparation for my senior students. 

We then completed this activity (my initials are in blue and are 'SO'):

Naomi then gave us an activity about giving different types of feedback:

Next we looked at the issues surrounding AI generated feedback. I think that if it is used it needs to be used carefully and sparingly.

Kiri then explored collaboration and connection. I'll use this list to make sure I'm using a variety of  collaboration tools:

I then had major internet issues at home so didn't participate in the activity to do with creating a slideshow lesson that will include the student's whānau. I'll certainly use the template in the future as it looks like a great base for future such lessons.

We then looked at how we can layer and sustain the pillars of reading practice. This is vital to ensure all of the valuable learning from this RPI course isn't squandered! I know we'll be regularly revisiting these pillars during our department meetings.

 Next we filled out a survey about the course. It's been an invaluable course run by a wonderful team. I suggested that next year they have a programme directed at secondary school teachers. I also suggested that there be less homework and coaching lessons. This course has had an extremely positive impact on my approach to teaching reading and I will be continuing to apply the skills and knowledge I have learned from this course to my teaching. I will also be trawling through the slideshows again to access the bounty of resources and ideas. 

Thank you RPI team for a great journey, one that doesn't end here!