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E-Buddies: An innovative approach to improving literacy across schools. Before beginning a hunt, it is wise to ask someone what you are looking for before you begin looking for it. Winnie-the- Pooh. E-learners.
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E-Buddies: An innovative approach to improving literacy across schools. Before beginning a hunt, it is wise to ask someone what you are looking for before you begin looking for it. Winnie-the- Pooh
E-learners This year Tiniroto School began a 3 year ICT PD contract with three other small, rural schools. At Tiniroto we are committed to embracing the opportunities that are created through ICT tools and e-Learning. This network of learners presented the opportunity to connect our learners in exciting new ways. Our E-buddy shared learning programme is based on the principles of shared LI, co-constructed SC and FB/FF, self, peer and teacher assessment. The effective use of ICT tools is integral in 21st century environments and the potential effectiveness of this approach has already been proven in just one term. Link to NZC p36
Background After initial assessments we identified that 100% of our students were underachieving in the area of ‘transactional’ writing. We decided to use explanation writing as a genre to focus on for the term. The teachers set a LI and co-constructed an outline of the programme which was shared with the cluster. Students were then involved in co-constructing a definition of an explanation, analysing a range of examples and exploring the NZC exemplars before co-constructing the SC. The compiled SC was then compiled across the cluster and became the basis for teaching, learning, self and peer assessment which in turn supported re-crafting drafts to complete a final piece. Planning material available for viewing.
Needs based Teacher lead learning session Receives ebuddy’s explanation Student writes Explanation The Structure Student uses SC to offer FB & FF. Returned to ebuddy via email Email to ebuddy and teacher Teacher replies with FB & FF ebuddy replies with FB & FF Student receives and considers FB and acts on FF Student Recrafts writing and publishes on ShowCase Wiki Student levels piece using NZC exemplars and reflects on how to improve: Next steps Examples...
What about the Juniors? Identified significant need for improvement in oral language, particularly confidence and clarity of speech. Y1-3 students are Skyping their personal news to an e-Buddy once a week. This programme follows the same ideas with a shared LI, co-constructed SC and the expectation that FB/FF is given. A definite improvement has already been noted both when students are Skyping and also in communicating to adults, and less familiar peer groups.
Time to get thinking… Imagine you have just received this piece of writing from your e-buddy, use the SC to give 2 FB/FF comments. Please include a concluding personal comment eg: I really liked this explanation this is the best one you have sent so far Or…You have to write more because it is really hard for me to comment if not.
Success Criteria: Explains the topic to somebody else– often answers a question Helps the reader understand Usually is a How or Why idea Has a Title Is re-crafted—the reader must be able to read it! Talks directly to the reader... Uses ‘You’ Has an order: Introduction: can start with a question or a hook gets the reader ready for the information to follow- introduces the ideas Main body: has details about topic Links to the introduction Uses specific (technical) often formal language Can have instructions Each idea is in a separate paragraph Conclusion: links back to the introduction-Has a sweeping general statement closing this Can have personal opinion Is not detailed
By doing this activity what are you starting to notice? What do you really need to focus your thinking on?
High quality connections Our findings: Increased engagement in own and peer’s learning progress Motivation/Increased engagement in task of writing and reading - particularly those previously identified as reluctant. Authentic desire to use Success Criteria. Removal of cultural, social economic, gender, power plays, and sibling rivalry any other classroom prejudices and hierarchies that exist. Everyone has a buddy! Empowering for the individual because there is an element of privacy and personal pride (someone cares enough about me..). Emotional connection that motivates students to strive to achieve and ‘get it right’, to do their best because they really don’t want to let their buddy down or not show their personal best. Increased ability/willingness to reflect, analyse and improve. Deeper understanding of the LI
And when we do get together... Priceless!!
By looking back at the FB/FF from your buddy so that you can do ‘it’ the next time. By giving FB/FF. They might see things that you don’t see. Every explanation he has given me good stuff to change and think about and it’s made it a better explanation. How has your e-Buddy helped your learning? Listening closely to your writing and making you think about what you need to say in your writing. She helped me with another point of view and made sure it made sense so other people can read it. Student Voice
To have more relevant information. How to extend my explanation. To include different information, more information and actually ‘explaining’ words. What do you think you need to do now to get better at writing explanations? Student Voice To use better sentences. Not boring words and to have new words that I am learning.
And the results! b=beginning d=developing c=consolidated
YES YES YES YES YES YES Did you like learning with your e-Buddy? YES YES YES YES YES 100% yes Student Voice Would you like to continue?
Where to next? Find a ‘real’ buddy and discuss: The potential benefits of this approach. How this could work in your school, across your cluster schools. Perceived challenges. Anything else that has been triggered during this presentation. Share back with group.
