Saturday, 9 April 2016

Spark-MIT 2016: What do I want to reflect upon and share at the end of Term 1?

The backstory: although moving with the same student cohort from Year 5 in 2015 to Year 6 in 2016, the number of learners in Room 10 has decreased since the end of 2015 as five students have left the area over the summer holiday and during Term 1.  One student has returned to learn at Ruapotaka after a short time in Room 10 earlier in 2015.

The digital context: as at the 7th April 2016, 59% of Room 10 is learning with Chromebooks. 41% of the class continues personal learning traditionally. There is a digital divide within Room 10. Once 90% (or more) of students have access to a personal Chromebook in Term 2, family and whānau will be invited to share their initial ideas, thinking and expectations about their child’s learning and any opportunities to engage and connect with this within a ubiquitous digital learning environment.

The data so far: just under half of Room 10 read at their chronological age; just over a quarter of the students read at a level well-below their chronological age; no learners are reading above their age. Just over half the class maintained their reading age over the 2015/2016 summer break. For those students whose reading age declined between December 2015 and February 2016, the downward shift was either 6 or 12 months.

Anecdotal evidence about reading habits over the 2015/2016 summer break: two students participated regularly in Dare to Explore, a summer reading programme at Auckland Libraries; approximately half of the class said they read occasionally over the holiday; and around one-third of students did very little or no reading during the summer break.