TW 28/8 and Team Inquiry

A really interesting 30 minutes with Tim - centred more on e-learning than Inquiry - have been given some interesting links to explore and how a tablet/iPad would be of benefit.
The afternoon session after discussing traditional 'expert' leader (mainly the Principal,) was initially looking at working with our teams and models we might use.

• The bottom line is " I am doing this because.....
• Explicit instruction
• As the inquiry progresses, reference back to the data is necessary to see if there has been an improvement. If not how are others doing, their successful practice.
• Evaluation Indicators/evidence and reflections.

After discussion our Team decided that Inquiry evidence will start with the psedoword test as baseline data. WHAT WILL BE AN ACCEPTABLE PASS MARK?

• Elkonin boxes will be the strategy trialled
• 10 minutes daily
• Running records, video, writing etc.. can provide evidence.
• Will give the Team Marie Clay's (Reading Recovery chapter 6 on Elkonin boxes and also Gazette 28 August article as professional reading. These can be examined and logged as part of evidence RTC 6 etc.

 Some possible evidence of student voice  - attitude to writing:
NEMP - c.f against national norm
ARBs
E-astle  (is part of the test though)
Learning Media online -Observational Schedule Reading and Writing
Student questionnaire -SurveyMonkey -remove IPS which will allow multi access from the same logins.

Moved on then to 3rs for Coaching:

• Listening with attitude LiPPI -Listen, Pause, Paraphrase effectively, Inquire.
• emphasis - understanding before we understand....
• WAIT TIME 5-7 seconds
• Paraphrasing to confirm the message -3 types

1.  mirror test - do you need to add ......
2. Basket -gather up messages and order 1.  ____ 2. ____ 3. ____
3. Ladder view conceptualise the ideas -underlying this is knowing the person/relationship with the person -respect/values

• Refresh  -Developing a coaching culture -deliberately schedule time to actively listen -mirror, basket, ladder
• Reflect on ...
• What you would do differently