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Stephanie Todd

FULL VIT REGISTRATION VIT Registration Number-


423508
MY INQUIRY QUESTION

Inquiry Question:

How can I cater for the diversity of learners


by differentiating a procedural writing unit
of work, to best support students with
varying writing abilities?
PROCESS

1. Context and 4. Implementing My


Content for Learning Action Plan

2. My Inquiry 5. Evaluating My
Question Practice

Other: Evidence Of
3. My Action Plan Professional
Standards
1. CONTEXT AND CONTENT FOR LEARNING
My Learners: reviewing whole class- strengths, abilities and learning needs.

Selecting my focus students:


Student 1:
This students needs to be extended and provided with more of a challenge during
learning tasks.

Student 2:
This student needs support to achieve at standard during learning tasks.

Student 3:
This student needs to be given visual prompts during learning and encouragement to
practice his English, as he is a EAL leaner.
1. CONTEXT AND CONTENT FOR LEARNING

The program of learning:


Procedural Writing 4-week unit of work
Minor focus: ongoing essential learning of hearing and recording sounds.
1. CONTEXT AND CONTENT FOR LEARNING
What my learners already know and the learning outcomes I hope they
can achieve during the unit of work.
Student 1:
On average, Student 1, moves 1.0 progression points on the Proficiency Scale for most Writing
Essential Learning units, usually moving from either a 2.5 or 3 to a 3.5 or a 4, which is above level.
Specific Outcome: Student 1 will move 1.5 progression points during the Procedural Writing Unit.

Student 2:
On average, Student 2, moves 1.0 progression points on the Proficiency Scales for most Writing
Essential Learning units, usually moving from a 2 on the scale to a 3, which is at level.
Specific Outcome: Student 2 will move 1.5 progression points during the Procedural Writing Unit.

Student 3:
On average, Student 3, moves 0.5 progression points on the Proficiency Scales for most Writing
Essential Learning units. He usually moves from a 1 to a 1.5, which shows he still needs teacher
support with a lot of his writing.
Specific Outcome: Student 3 will move 1.0 progression points during the Procedural Writing Unit.
2. MY INQUIRY QUESTION & PROFESSIONAL LEARNING

Inquiry Question: How can I cater for the diversity of learners by differentiating a
procedural writing unit of work, to best support students with varying writing abilities?
Professional Learning:
- Professional Conversations
- Professional Observations
- Professional Readings

What I learnt:
- Expectations must be clear and achievable for every student.
- Mini lessons to further support students learning.
- Providing students with clear instructions.
- Activities must be data-informed, student-focused, purposeful and productive.
3. THE ACTION PLAN

Focus on students Provide students How can I support all


Deepen alphabet knowledge and with quality students learning when
Professional ability to hear and learning
knowledge. record sounds. they are at different
experiences. stages of their learning?

Writing
First Steps
How can I cater for the diversity of Extending and
Visual supports/ learners by differentiating a enabling tasks
aids to support procedural writing unit of work, to
EAL students.
best support students with varying
writing abilities?

Assessment: collect work


Mentor observations to samples, observations,
support the actions I need to formative and summative
take to further support the assessments.
development of all learnings. Mini lessons and interactive
writing to support varying
abilities.
UNITS OF WORK

Procedural Text Unit of Work:


- Clear learning intentions and
success criteria
- Hands on turning in
task/language experience
- Modelled/Shared writing
- Independent writing
- Extenders and Enablers
- Mini Lessons, focus groups and
interactive writing.
- Reflection
STUDENTS WORK SAMPLES
FORMATIVE AND SUMMATIVE ASSESSMENTS
Student 1 for the summative
assessment move from
progression point 2.5 to 4.5.
This is a total growth of 2.0
progression points.

Student 2 for the summative


assessment move from
progression point 2.0 to 4.0.
This is a total growth of 2.0
progression points.

Student 3 for the summative


assessment move from
progression point 1.5 to 3.5.
This is a total growth of 2.0
progression points.
4A. FEEDBACK ON MY ACTION PLAN

*A successful three lessons


for your VIT Stephanie.
You have taken on a lot
of feedback and shown
progress in each session.
Keep up the good work!
5A. ASSESSING MY LEARNING
The three- focus students made growth well above the expected learning outcomes.
Evidence:
- Work Samples
- Formative and Summative Assessment Tasks

Student 1 moved from 2.5 to 4.5 on the proficiency scale, showing a total growth of 2 progression points.
- Original learning outcome: Student 1 will move 1.5 progression points during the Procedural Writing Unit.

Student 2 moved from 2.0 to 4.0 on the proficiency scale, showing a total growth of 2 progression points.
- Original learning outcome: : Student 2 will move 1.5 progression points during the Procedural Writing Unit.

Student 3 moved from 1.5 to 3.5 on the proficiency scale, showing a total growth of 2 progression points.
- Original learning outcome: Student 3 will move 1.0 progression points during the Procedural Writing Unit.

What helped students achieve this growth?


Hands on and engaging activities
Mini lessons/ focus groups
Different expectations
5B. EVALUATING THE EFFECTIVENESS OF MY PRACTICE
What I have learnt/improved:
- More aware of my students and their different abilities and needs.
- Effective strategies to differentiate learning.
- Increased students engagement and self-motivation.
- The importance of providing students with quality language experiences.
- Allowing plenty of time for students to work independently.
- Alterations to my work planner, adding extending and enabling section. Having clearer
learning intentions and a clearer focus for my mini groups.
- The importance of providing students with clear expectations and goals that are achievable,
that students can work towards.

What will I do next:


- Engage in more professional learning, around differentiation and best practices to support
beginning writers.
- Have more conversations with colleagues around effective strategies they use during writing
lessons.
STUDENT ENGAGEMENT
THE INQUIRY PROCESS

The inquiry process has allowed me to have the


opportunity to review my teaching in an area where I felt
my students needed the most extending. It has not only
proved to have effective results on my students outcomes,
but it has allowed me to have a closer look at my students
and their learning needs.
PROFESSIONAL STANDARDS

The evidence of meeting the Professional Standards has been


indicated throughout my VIT document under the heading of
descriptors.
THANK YOU
Stephanie Todd
QUESTIONS VIT Registration Number-
423508