Reading Practice Intensive Day 2: Know your Learners as Readers

Today was another successful day of learning in Reading Practice Intensive.

We went over learning how to use a teacher workbook, which is something that I already use as a teacher resource (from past colleagues that would have learnt about this during RPI). Something that I can use from today's session is more focused next steps for each individual learner. We had a look at our learners PAT Reading Comprehension results and could see in their item report what we can look at closely. This showed me that PAT can be used as a formative assessment too, rather than just a summative assessment that helps me when triangulating data for OTJs.

It is super helpful that I have had past colleagues that have already done RPI, because they've given me an introduction of what it looks like and how I can use it as a teacher. It was good learning about it in RPI because they broke down further what it is and more of a focused 'how it can be used' in the classroom. For example, I already use a taskboard in my class and have done so for a few years. Looking at it during this session has opened me up to more options that I can add, especially for the 'Reading for Pleasure' aspect.

Today's session has helped me think about how I can be more intentional when planning, teaching and sharing with my learners. Some takeaways will be the way I write my learning intentions (better and easier for my learners to understand), and making a success criteria visible for my learners to see how they are tracking along. I can use data from my formative assessments (and any other useful information) to help me find what their focus could possibly be. Giving my learners a success criteria will show them what they need to do to be more successful in their learn ing, which gives them ownership in their learning (more collaborative).

*images are from the RPI Manaiakalani Slides