John+-+Muritai


 * John

Background** The Senior School at Muritai have been focusing on accuracy in writing. To gather baseline data for writing for accuracy students were asked to produce a 5 minute written sample of work. This test was to enable us to assess a child’s fluency and accuracy when writing. Analysis and leveling of these samples, against the English Curriculum benchmarks indicated that a core group of students were working below the expected level for year 7 and 8 students. An extensive accuracy in writing programme has been created. My Action Research will be a component of this programme and provide reflection and professional development. I will use a wide range of ICT experiences within my classroom programme, however I will use Pages as the basis for my research.

Students working below expected level have been identified. This will be my core group for action research.
 * Selected Group**

- quality of writing - print off first draft of story section and last redraft after second time to compare. - quality of self-assessment - ease of redrafting - motivation and attitude to writing
 * Process**
 * 1) ICT based literacy assessment (Using a story starter selected students will produce a short descriptive paragraph)
 * 2) Sample will be typed up on **Pages**
 * 3) Analysis of these samples will form base information. (Teacher)
 * 4) Self assessment - (**Pages comments**)
 * 5) Teacher assessment - (**Pages comments**,)
 * 6) Students rewrite (edit) Process
 * 7) Repeat for each stage of narrative - opening, buildup, climax, resolution //ending//
 * 8) Process repeated (analysis of samples before and after for reporting and reflection)

Starting week one of term three Teach and write on a Friday after morning tea for one block (book pod) Class session on specific writing segment Class write with target group on pod using Pages Time for self-assessment Save to a designated folder on the server and record names on board to show they are ready for comments by teacher. Negociate with team for half an hour use of the pod early the following week for redrafting. Each story section twice - all story sections over a term.
 * TimeFrame**

Work samples Skitch of sample pages. Power Point tracking progress Attitudes tested / was it helpful. Poss survey monkey.
 * Logging**

http://www.derby.gov.uk/NR/rdonlyres/D1773474-D915-403D-ACD7-A0C0DD83D3AB/0/STE_ICT1.pdf http://scs.une.edu.au/EDIT312_2_07/Resources/BasicOps/WordProcessor.html http://www.windsor.k12.co.us/tech/CATTAIL/msla6/teacherinstruction.pdf http://www.teachertube.com/search_result.php?page=15&search_type=&search_id=writing&search_key=&sort=adddate We have discussed ICT verse effective teaching (Is it the ICT?) How can the use of the POD and be equitable? Suzie help sheets shared, e-mailed - Criteria for editing
 * On line Research**
 * Notes / Discussion**

Hi John. How has your action research process gone? Any success? Stu