Reflecting on my second CoL Meeting

We met this afternoon at school to talk about our Inquiries with each other and reflect on our thoughts thus far. We did an activity called 'The Last Word' in which we dug deep into an article around changing teaching practices to affect student achievement outcomes. 

I chose the following quotes, which resonated with me:

* Using a broad range of data is recommended, including data from assessments, observation of students in class, homework and ‘student voice’ (e.g., student questionnaires).

* the literature indicates that focusing primarily on achievement information, such as on national standards or high-stakes assessment, has failed to improve students’ literacy achievement (and by implication, failed to improve teachers’ practices),

* it is not always evident what teaching practices to change given the student achievement patterns.

* to comprehend written text, a reader needs to be able to decode accurately and fluently and to have a wide and appropriate vocabulary, appropriate and expanding topic and world knowledge, active comprehension strategies and active monitoring and fix-up strategies. In addition, the poor score could be due to student self-efficacy and more general motivation and engagement (Wang and Guthrie 2004). It could be one or several of these issues that is the cause of the poor score, and teachers need to know how to put together a teaching programme that can address these issues.

* connecting achievement patterns to teaching patterns is essential if teachers are to draw the appropriate inferences from the achievement information to develop more effective teaching practices.

* solving the ill-structured problem of linking teaching practices to student

achievement is an iterative process of repeated cycles of developing, testing and

revising hypotheses about what combinations of instructional events best address students’ learning needs (Robinson 1993). This requires openness in rethinking and revising initial hypotheses of teaching practices, where ambiguity is tolerated and judgment reserved until there is more evidence to gain clarity about the hypotheses.

I feel these quotes really do highlight the complexity of teaching. Particularly in knowing which parts of your practice to change, without in turn creating the potential for negative change and learning opportunities being lost. 

The red quote is of particular interest to me as I formulate my approach to implementing change in my Reading teaching. There are key words within that quote that I feel are going to become fundamental to my practice - 'fluently', 'vocabulary' 'expanding ... knowledge', 'active monitoring', 'motivation and engagement'. How can I focus on all these fundamental elements without making my focus question and inquiry too complex?