Hannah Moran's Professional Blog

Will culturally responsive practises improve writing motivation and in turn increase achievement in standardised writing testing? As I reflect on the last month, I am beginning to see changes with my students ability to write simple sentences. I am creating follow up activities on the iPad around alphabet sounds to support the students who are currently solidating this. Some days they do not write and do this as their writing task instead. These students are struggling to record 1 clear simple sentence on their iPad and the sentence is usually far too challenging when they have recorded it themselves. We have been working on writing 'I like to ___ ' & 'I went to the ____' where the students know they can find these words on their helper cards around the room, identify the correct word and write it. I plan to start recording the sentence for them to copy and hopefully build words into their vocabulary throughout the year. My students who are identified as b

Manaiakalani COL Achievement: Raise Māori student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading Years 1-10 and NCEA years 11-13 Inquiry question: Will culturally responsive practises improve writing motivation and in turn increase achievement in standardised writing testing This year I have decided to base my inquiry around writing. As I collated the 2018 data and reflected on the learners lack of motivation throughout the year in 2018, I decided to focus my inquiry around writing.  Within the first 4 weeks of the school term, I have identified 10 learners who specify themselves as cook island/maori (4) or maori (6).  Reflecting on last year, I found a pattern within the attitude towards writing and my learners, beginning to plateau and show little interest of completing their writing. I have identified these 10 learners to focus on