During professional discussions I often seek advice and guidance on how to better my teaching practice and programs. When engaging with an experienced executive teacher I identified that I would like to try a new approach to teaching literacy, specifically spelling and reading. From this discussion I was given advice to research and explore further about the 10 Essential Literacy Practices particularly practice 2 and The Guiding Thinking for Effective Spelling by Christine Topfer and Deirdre Arend. Once I had independently researched these approaches I then reflected on my practice and how I could implement these strategies. I then shared my reflection with my team and executive which initiated collaborative discussions and for me to receive further support in my efforts to implement new strategies. The outcome of implementing strategies from colleagues and research was an overall growth in students spelling ability, which is demonstrated in the data below showing a students gradual progress in their spelling tests. (1.2)
From my research and collegial advice surrounding spelling and reading strategies I was able to support all students with their learning. Within my class I have students where English is an additional language (EALD) which is at times challenging to teaching literacy as it was an unfamiliar experience for me as a teacher. Using my new knowledge and understanding about different methods I was able to differentiate my teaching using visuals and talk to text on computers to support their ability to express their learning. Using an alphabet chart for certain students gave them a visual that was easily accessible to them at any time and became a resource for activities such as word hunts. One specific student within my class saw growth in their reading and spelling ability once visual and ICT resources were implemented. This student is now able to independently use the visual resource to accurately spell common high frequency words and is beginning to attempt spelling unfamiliar words with support using visual aids. (1.3)
Teaching my students about different cultures, backgrounds and histories is extremely important to me. To help all students understand the importance of knowing about the history of Aboriginal and Torres Strait Islander communities we learn, play and grow on I use authentic and rich texts as well as incorporating students' family history. Once my students demonstrate they have a sound understanding of Aboriginal and Torres Strait Islander culture and history, we then work together to create a class acknowledgment of country that reflects this understanding. To demonstrate it is a jointly constructed piece of writing and as a sign of appreciation and respect each student decorates a hand with their name written on it. These hands are then placed around the acknowledgement and it is framed and displayed proudly within our classroom. (1.4 & 2.4)
Acknowledgment of Country collaboratively constructed by the whole class (1.4 & 2.4)
Collegial advice and research evidence to support structuring of my teaching program (1.2)
Student evidence of progress made after implementing collegial advice and researched strategies (1.2)
Visual aid example for supporting EALD and linguistic student needs (1.3)
Student data demonstrating progress through the use of visual and ICT resources (1.3)