4/25/12
4/16/12
Action Research = Change
A key function of the RT:Lit is to work collaboratively with the classroom teacher using an inquiry model: ’Together they analyse the student’s strengths and needs, determine the subsequent needs of the teacher, plan and deliver the instruction, and monitor and evaluate the effectiveness of their approach’( PPM 2102. p 7).
I am continually refining practice, up skilling and applying new strategies for better understanding of literacy practice and more importantly sharing this knowledge with other practitioners and classroom teachers. This collaborative inquiry model is a constructive aspect of our role as RT:Lits. A deeper understanding of practice within our beliefs and assumptions noted by Cardno (2003) who believes that change needs to take place in the practice of the person carrying out the action research.
I feel this aspect strengthens our interventions - providng we build in reflection of the actions within the intervention. Understanding what worked , what didn't and why and what we would do differently next time.
I feel this aspect strengthens our interventions - providng we build in reflection of the actions within the intervention. Understanding what worked , what didn't and why and what we would do differently next time.
Sometimes accepting that things don't always go as we wish or as we expected is in itself learning.
Action Research - Collaborative Inquiry
Beautiful sunny afternoon and I am inside working away on my case study. For once it is - dare I say it enjoyable learning mainly because it links in so well with my job.
Basically the process of action research consists of a number of phases
- Initial reflection - (identify the problem)
- Planning - (collaborative action plan)
- Action - (start intervention)
- Observation (stop and check initial assessment with new learning - next steps - Whats working? Whats not working?)
- Reflection - (how am I going? how is my learner going? What has changed?)
... repetitive learning spiral.
Useful readings:
Kember, D.M., & Kelly, M. (1994). The action research spiral. In Improving teaching through action research (pp. 6-11). Campbelltown, Australia: Higher Education Research and Development Society of Australasia
Burns, R. (2000). Action research. In Introduction to research methods (4th ed., pp.443-458). London: Sage.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching & Teacher Education, 11(1), 33-49.
Robinson, V. & Lai, M. (2006). Educators as researchers. In Practitioner research for educators: A guide to improving classrooms and schools. (pp. 3-14). Thousand Oaks, CA.: Corwin Press.
Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of Teacher Education, 40(2), 2-9.
4/15/12
PPM -2012
Last year the MoE told us that the final PPM document would be available for the start of the 2012 year - true to their word it arrived as an e-copy on Friday 27th January.
Having spent some time reading through it and discussing changes with my colleague I feel there are some very positive aspects to the document.
The guidelines are very clear for our practice and describes parameters for RT Lits working in cluster schools. It seems there has been enormous variation in practice across the country. It is intended that we focus on students with the highest literacy needs within a school and across the cluster -ie well below National standards ( more than 2 years). We are also to take on Referred on Reading Recovery students 'at the soonest practical point in time'. I had 13 students on my roll at the beginning of Term 1 - 6 were referred on from Reading Recovery. I had 1 student who was referrd on during the term and had to wait until the next Review and Intake meeting - I would have preferred to act on that particular refferal straight away as I felt I had a space in my timetable.
Our cluster is targetting Year 2/3 students - most of my tutoring roll for Term 1 have been Year 3/4 . The students were selected for my roll in Term 4 last year at which timethey would have been Year's 2/3.
So far my timetable is working out - most of the teachers that I am working with are appreciating the support an dsome of the others I just have to remain positive and keep in mind even small changes to practice can lead to improved literacy opportunities for these students.
Having spent some time reading through it and discussing changes with my colleague I feel there are some very positive aspects to the document.
The guidelines are very clear for our practice and describes parameters for RT Lits working in cluster schools. It seems there has been enormous variation in practice across the country. It is intended that we focus on students with the highest literacy needs within a school and across the cluster -ie well below National standards ( more than 2 years). We are also to take on Referred on Reading Recovery students 'at the soonest practical point in time'. I had 13 students on my roll at the beginning of Term 1 - 6 were referred on from Reading Recovery. I had 1 student who was referrd on during the term and had to wait until the next Review and Intake meeting - I would have preferred to act on that particular refferal straight away as I felt I had a space in my timetable.
Our cluster is targetting Year 2/3 students - most of my tutoring roll for Term 1 have been Year 3/4 . The students were selected for my roll in Term 4 last year at which timethey would have been Year's 2/3.
Referrals to the RTLit service will most often be for students after their first one ortwo years of schooling.
So far my timetable is working out - most of the teachers that I am working with are appreciating the support an dsome of the others I just have to remain positive and keep in mind even small changes to practice can lead to improved literacy opportunities for these students.
For those students who require intensive support to supplement their effectiveclassroom programme (Tier 2 support) the Ministry of Education has established theRTLit, who have specific literacy knowledge and experience and can providespecialist support for a student’s teaching team.
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