TBCS -All Strategy - Margaret-Steve - 5 June 2019

Using the ALL strategy in the classroom to improve writing outcomes for struggling writers

 https://www.education.govt.nz/assets/Documents/School/Inclusive-education/SuccessForAllEnglish.pdf


Myself and Steve have begun using this process in class with the support of Mel.  We send the group out for 'pre loading' so when they come back to class they are pre prepared or primed to begin the task.  So far it has been a positive response from the students as they seem very keen to go out with Mel and are excited when they know the 'answers' or can contribute to the discussion.  This is especially important for those who dont listen so well as they get that repetition so they are clear on what the task is.

Reflection
Though positive experience it is very hard to keep this time consistent and we need to make sure we know exactly what Mel is prepping them with before hand.  It is too soon to tell how it is making a difference to their writing - we will know this when we test but the overall attitude and quantity of their writing is definately obvious.

Next Steps:  Get research from Steve and Mel on this as they attended the course.  Continue conferencing with all students one on one to check and help edit.  This has been working well as I can give them immediate feedback from them either sharing their work with me or have them sitting beside me and going through it together.  Brainstorming together - writing those ideas down for some of the students just to get them started.  Finding when they have free choice what to write they are more engaged also like in Room 1 though they still need help structuring and making sense.

Links to Standards

• Strategies used
• Structuring learning tasks so that all ākonga experience a degree of success, but also ensuring that they are required to stretch themselves to fully succeed.
• Providing constructive feedback and useful feedforward information.
• Helping ākonga to effectively set goals and self-assess