So what is the problem? Today at the Spark Headquarters (which might I say are completely inspiring with their very successful use of modern learning environments!) we were given the challenge of taking our initial inquiries for Spark-MIT, and to re-craft them, focusing on the problem we are looking into and the evidence we want to collect.
So what is the problem? My initial proposal was to accelerate the writing achievement of Tamaki Primary's priority learners with a more personalised approach to teaching, possibly by exploring the co-teaching approach through the use of appropriate online spaces. Re-reading over this it seems that the problem I initially wanted to explore is why are TPS's priority learners not achieving at the national standard? When I was first thinking through this, I was under the understanding that I was finding a new technological way to teach writing that would work for all learners, especially our priority learners.
So what is the problem NOW? After our group discussion, I am now wondering if focusing on such a wide group of students is not the best approach. Our priority learners at Tamaki Primary School are our Maori boys. In this group (working off November 2015 data), there are 11 year 7 and 8 Maori boys in our two year 7/8 classes who are below in their writing, and three who have reached the national standard. So, why are the majority of our Maori boys not reaching the national standard in Writing?
Identifying the Problem:
Our evidence has shown that the majority of our Maori boys are not reaching the National Standard in Writing.
EasTTle Writing tests (Nov, 2015), Teacher OTJs 2015
Now that I know what the problem is, it is time to move onto creating a proposal to shape my inquiry.