|creative commons licensed (BY) flickr photo by mrkrndvs: http://flickr.com/photos/aaron_davis/15426475257|
We got talking the other day at school about our NAPLAN reading results. Again, the reading results were below the state average. It was therefore raised that maybe this needed to be a focus and that maybe we should investigate bringing in a coach from outside of the school. So even though we have several great coaches already working within in the area of literacy and we had a focus on reading a couple of years ago, it was believed that the answer was to get a new perspective on the problem. As long as you are seen doing something then that’s alright.
Having been a part of the push across the region a few years ago in regards to literacy I posed the question as to whether anyone had carried out any sort of audit of the current practises to identify any areas of improvement. For I was told that to bring about deep and meaningful change takes between three to five years. The comment that I got in response really startled me. I was told that it wasn’t anything that we were doing or not doing, that what I needed to understand was that reading standards in the region have always been poor, a consequence of our clientele. Maybe I’m too much of a dreamer or just naive, but I think that before you go chasing the silver bulletin maybe you stop and reflect on your own practise and back your own staff.
This subsequently got me thinking of some simple things we could introduce tomorrow to improve reading and responding within the school. Here then are three changes that I would make:
Share the Conferences
A few years ago I investigated the idea of digital workbooks as an alternative to the usual exercise book. Going beyond the cliché of ‘saving paper’, I wanted something that I could check in at any time without having to go through the rigmarole of collecting books at the end of the lesson. After moving to Google Apps, I then realised that there were benefits far beyond the workbook. One change I brought in was making reading conferences collaborative.
Before that moment, the conference notes were kept by the teacher, with students writing their goals in their reading journal. Other than being owned by the teacher, rather than the student, the process of a literacy coach checking how students were progressing was rather tedious. In moving the notes to a collaborative document, sharing with all the various stakeholders was just a click of the button. This provides a means for teachers to possibly touch base with students on a more regular basis, even if they are not able to literally conference them. It also allowed the process, which was done by Session Five teachers, whoever that maybe, to be shared with English teachers in order to gain a better perspective as to where students are at.
Recognising Digital Literacy Too
One of the things that has always confused me in regards to reading and comprehension is the dominance of the written text to the digital text. Although there are differences between the two, I feel that the ability to be critical is pertinent to both. As I have spoken about elsewhere, I wonder how we are modelling the way we read online within today’s curriculum.
Personally, a majority of what I read is online now. One of the reasons is that I feel it supports my comprehension, allowing me to annotate texts, as well as is interact with others in a way that was not possible before. In the past such sharing was often stunted by whether they too had read or were interested in what I was reading. Now online I can find my niche community, those who are also interested in the same topics as me and connect with them whenever I like.
Fluency and Authenticity
Another interesting idea in regards to working on areas such as fluency and accuracy (see the CAFE menu) is the ability to record yourself and become your own critique. Usually when working with Secondary students I suggest reading to sibling or finding someone else. However, the challenge associated with this that not everyone has a sibling and for many it feels contrived. An alternative to this, that I came upon, via +Corrie Barclay, is to video yourself reading. Not only does this make learning visible, but it also allows students to watch themselves back and be their own critique.
A way of building upon simply recording yourself is to create an audio book. For example, I had some split kids in my class the other day and they had finished all their work, so I asked them to get a picture book and record themselves reading it for a Prep class using Adobe Voice. Not only does this then bring in visualization, as they need to choose the appropriate images to support the text, but I have found that the authenticity of the task brings something out in the students. Instead of recording a one take performance, they would read over each line, play it back and then often rerecord it until they felt they had perfected it.
In the end, the problem to me is that the search for a silver bullet is a facet of the fixed mindset. A belief that if we just get the right teachers or brought in the right coach that somehow everything will magically click and we will get the results. The only silver bullet for success is hard work. No outside coach can bring that in my view, this sadly needs to start at the top with the question why do you want to change and what is the desired outcome. So let’s start there.
If you enjoy what you read here, feel free to sign up for my monthly newsletter to catch up on all things learning, edtech and storytelling.
I am an Australian educator supporting the integration of technology and innovation. I have an interest in how collectively we can work to creating a better tomorrow.