What have I implemented?

This week I have been reflecting and thinking about what I have implemented and how I can see if there have been changes to what I have implemented with my inquiry. This is something that we discussed at our last PLG. 

"At the end of the inquiry cycle, you want to be able to attribute any changes in learner outcomes (in part) to changes in the experiences of learners. To do this you need to be able to demonstrate exactly how the learning experience has changed for learners"

This is what we have been asked to think about in order to see if what we have implemented has been successful. This is always an area that I forget about so often when I am doing my inquiry so it is a great reminder to think about what I am going to be be able to use data wise as a baseline to see if what I have implemented has caused a change or has been successful. So I have been thinking about the things that I have implemented for my inquiry this year and outlined this in detail below. 

• Picture Questions:
  The first thing I implemented with my reading groups was to have a picture with questions that require the students to think beyond the image that they are looking at. These pictures posed questions such as who is taking the photo along with a range of different questions that required the students to infer meaning. 
  
  
• Photopea GIF:
  Another one of the things that I have implemented was the use of Photopea as a create task in order to have students infer meaning from a story or article. This could be inferring the meaning of a characters feelings or new and unfamiliar words and phrases that we have come across. This has been a simple task to try and have students focus on creating a visual to show hidden meaning from the text. 
  
  
• Key into Inference: 
  Another key tool that I have continued to implement in the Key into Inference resource. This resource starts off by having students infer meaning from a sentence firstly focusing on who, what, why, where, when and how. Then finally as the text's progress the students are then required to infer meaning from paragraphs. This has been a very useful tool as it allows very quick results to see which students have grasped the concept and which students need further help. 
  
  
• Shared Reading:
  This year I have also really focused on having a shared text to read as a whole class. Through this we will unpack a text in detail and look at key questions that require inferring as well applied knowledge questions which are accessible to all learners in the classroom and allows to start focusing on that extended discussion as a class.
  
  
• Guided Reading:
  Finally I have focused on ensuing to explicitly plan for inference questions as well as applied knowledge questions. This is something that I have been doing previously but have made sure to be more explicit about this in my planning and in my teaching. Research and observations from this year have shown that when something is intentionally planned for then teachers are more likely to make time for this during guided reading sessions. 

These are the key things that I have implemented this year in my inquiry. I have found each one of these valuable and interesting in their own ways so far. I have been constantly looking into the effectiveness of each of these implementations and have changed how I use these in the classroom as a best fit for what works. As I outlined earlier it was a thing that started with looking at my target group but some of these implementations were working so well I tried it with a number of other students in my class.