! Students who were just below the
! Experienced very little progress.
! Struggled with verbalizing their ideas.
! Writing process was a struggle.
! Ownership was given to the children.
! Selected special names
! A warrior chant was established.
! Photos were taken of the children.
! Warrior Treaty.
! List of interests.
! Ready to start
! The programme sessions were run at
the same time each day
! Visible Learning.
! Liiteracy needs were established.
! Shared group goals as well as
! Group and individual goals were
! Discussed orally before commencing.
The Programme (cont.)
! Visual prompts
! Discuss their reactions to these prompts.
! Verbalizing sentence/s first.
! Feedback and feedforward.
! Teacher modelling
! Reflect and discuss
! Post It notes
Comparison of various e-asTTle data between start (time 1) and end (time
Year 3 Students
A - RC 1P 1259 2B 1372 0.96
B – JF 1P 1288 2B 1371 0.71
C – RhCh 1A 1315 1A 1320 0.05
D – NS 1B 1164 1P 1294 1.10
E – DM 1B 1128 1P 1294 1.41
F – GP 1B 1031 1B 1170 1.18
! Verbalising – sentence structure
! Visuals – posters/videos
! Routines were the same each day
! Clear achievable, visible goals
! Use of materials – books, pens, post its, big books
for the children to write in.
! Teacher modelling and think alouds
! Teachers planning together – sharing ideas
! Consistency – changing our plans to meet student
! Teachers of target students were also part of the
Inquiry Team - immediate feedback of student
writing behaviour in own classroom setting was
discussed/analysed on regular basis.
! Met every week to review, reflect and plan for
! Practical ideas/strategies were shared and
! Regular weekly meetings ensured impact of
teaching strategies were analysed and changed
according to desired outcomes of students.
! Timetabled weekly updates given the teaching staff.
! Formal sessions were scheduled. The Inquiry Team
presented to staff more in-depth information as well as
ideas and strategies that were proving successful.
! The classroom teachers of students in the programme
also made time to come in and observe lessons.
! Feedback from staff was positive about the
! More knowledgeable about the inquiry cycle and how
we as teaching professionals need to constantly inquire
into the impact of our teaching practices.