Gilberthorpe school

Gilberthorpe school

Thursday, 28 October 2021

Manaiakalani Wānanga 2021


It's a Manaiakalani Wānanga like never before. Usually, we are in Auckland, however today we find ourselves at the nearby Hornby Primary, in an online forum with people in an online call from all over the country.

Pat Sneddon - Manaiakalani Education Trust Chair 2011-2021

Led in with some data on the wider context of Hospital/ICU Admission statistics who are vaccinated or unvaccinated and the high levels of Māori & Pacifica comparative to Asian and European. High School children who are earning the income for their families while still trying to engage with their learning. It's a whole different world from what we perceive each day. Vaccination is happening at "the speed of trust" We are the trusted people they connect with. 

Research Recommendations - Dr Rebecca Jesson - WFRC; Georgie Hamilton & Kiri Kirkpatrick (Manaiakalani Research Team)

Evaluative Organisational Thinking to Build Effective Reading Pedagogies

  1. Interrogate evidence of strengths and needs
  2. Identify strategies likely to work, based on research evidence
  3. Close interrogation of implementation - so that strategies adjusted to learners’ strengths needs
  4. Refine and review

This is all work we already know from John Hattie.
Thinking about these prompts with a reading lens. These have been high Leverage Practices for the last couple of years now.


Our Structured Literacy conflicts with the design of the questionnaire by its very design.

Planning for Reading With Intent

  • Setting a goal or purpose and generating a series of actions
  • The ability to plan accounts for a significant portion of income gap in reading outcomes (Griffin & Friedman, 2007).
  • Good readers approach texts in goal-directed ways (Pressley & Lundeberg, 2008)
  • Goals interact with working memory. The type of goal you have affects what you remember (Mills, Diehl, Birkmire & Mou, 1995, Lindeholm 2006).Setting a goal means understanding why you are reading so that you can do things while you are reading to make sure your goal is met (Cartwright, 2015, p. 52)
When introducing a text, share purpose, learning intention and strategies. It can be as simple as three sentences. e.g:

“Today we are thinking about how the character develops in Chapter 4. We are learning how to notice how the words used to describe her thinking and feeling. Remember to slow down to notice when actions are impacting on that character.”

Text Selection to Build Knowledge

Up until recently, the selections were not chosen to build knowledge from one lesson to another. The units of study, five or six weekly lessons, were all too frequently a hodgepodge of selections organized under a vague theme, such as serendipity or adventures. Fortunately, the most recent versions of core programs present units of instruction with unified themes and selections that build knowledge over several lessons (LaVenia, 2019).

Link to Rebecca’s junior T-shaped presentation

Link to Literacy Exemplars website

Cultural Representation has shown an increase in Māori and Pasifika representation in text.

Mirrors, Windows and Glass Sliding Doors

To use books as mirrors of the diverse students we teach, we must make sure those books offer as accurate a reflection of them as possible. Identities are never comprised of single descriptors; a student’s identity is a rich mosaic of experiences, values, perspectives, and cultural ways of knowing, being, doing, and communicating. 

If we truly want to share books as mirrors, we need to take the time to know who students are, in as many ways as possible. And then we need to help our students find books that reflect those identities in as many ways as possible, too.

Enriquez, G. (2021). Foggy Mirrors, Tiny Windows, and Heavy Doors: Beyond Diverse Books toward Meaningful Literacy Instruction. Read Teach, 75( 1), 103– 106.

Teach Learners to Think and Question


Extended Discussion is where there are akonga generated discussion which goes around the learner group rather than bouncing in and out from the teacher. It has huge I'm[pact on the learning and needs open ended questions to work effectively. It's been a HLP for at least 3 years, but still isn't clearly evident in the learning experiences.

Relatedly: Oracy video

From the research:

  • Discussion has an effect size of 0.82

Almarode, J., Hattie, J., Fisher, D., & Frey, N. (2021). Rebounding and reinvesting. Where the evidence points for accelerating learning. A GOLD paper. Thousand Oaks, CA: Corwin. white-paper-reinvesting-and-rebounding

Critical Literacy

“The goal of critical literacy is to help students focus on uncovering the perspectives and positions that underpin texts, and to ask and judge what these perspectives might mean in terms of the social construction of their world.”
Susan Sandretto. “Planting seeds.” 

Why choice?

We need to be able to transfer from one context to another in order to embed understanding more deeply. The table below explains the effect size that choice has. (Remembering that choice doesn't mean open season and a free-for-all.
There are more than half the observations missing a share component.


The idea of having more than one opportunity to think about what you've learned and rehash the process. It improves working memory. The more times that we can recycle the learning, the more times we get to organise the learning chunks into higher-order patterning. All the research tells us that it is a lever for higher organised thinking.

Learn Create Share:

With an effect size of 1.33, or the potential to more than triple the rate of learning, developing the assessment-capability of our students will provide long-term benefit across multiple contexts and in the face of future challenges. This is the why behind our what.

Almarode, J., Hattie, J., Fisher, D., & Frey, N. (2021). Rebounding and reinvesting. Where the evidence points for accelerating learning. A GOLD paper. Thousand Oaks, CA: Corwin. white-paper-reinvesting-and-rebounding

When we are picking programmes, we need to be thinking about, How are our programmes helping our teachers to become experts in the subject?

Almarode, J., Hattie, J., Fisher, D., & Frey, N. (2021). Rebounding and reinvesting. Where the evidence points for accelerating learning. A GOLD paper. Thousand Oaks, CA: Corwin. white-paper-reinvesting-and-rebounding

Existing Resources and Support:

Links to Resources

Learning from each other - successful 2021 PLD

  • Cluster Teacher Only Days

  • Cluster PLGs

  • Cluster PLD

  • Cluster Staff meetings

  • T3 nationwide staff meeting

  • School leader meetings

  • Literacy leader meetings

  • Education tours (to visit other clusters)

Further Reading

  • Text analysis and finding evidence in text:

  • Multimodal text and critical literacy:

  • Oracy in the Classroom:

  • Disciplinary Literacy

Manaiakalani Innovative Teachers 2021

Janine Bava

Has created an inclusive education site with links to resources which will support learners with particular learning needs, or barriers, and a bank of resources to utilise to enable access to the curriculum.

Migi Siō

Supporting bilingual students who are reading more than two years behind their chronological age. Building vocabulary and word bank.

Manpreet Dhaliwal

Developing Critical Literacy Skills in Learners, through cultivating and facilitating Questioning. The site has information about Critical Literacy for both teachers and learners.

Rebecca Henderson and Sarah Tuiā

Matauranga Pāngarau. - A complete tool This site has Number Knowledge resources for Levels 1-4. (Currently Levels 2-4) The intent of this tool is for independent student use, but directed by the teacher. Please click on the photo below or the following link to check out our tool. 

Kath Roach

Kath has created a website that is meant to be a work in progress with new resources added constantly. She does not profess to be an expert of the Structured Literacy Approach but a teacher wanting to learn more. 

Tim Shawcross

Increasing literacy in a secondary music class context.

Device and Finance Procurement for 2022

The newer models include reinforced charge ports and more secure keys.
The price is great due to the increase in cost for all materials etc.

Looking ahead to 2022

We've been doing this for 6 years and counting now.
Increased sensemaking as ‘real-time’ data becomes available. Growing the team in Literacy support with Maths to follow

The Challenge/Provocation

Research Provocation by Dr Rebecca Jesson (WFRC)

Responding to the challenges:

So... What next?

  • Mote: voice notes & feedback - explore how this can be utilised for rewindable learning.
  • Push for DFI and Toolkits participants for 2022.
  • What opportunities for connection are there with schools such as St Francis os Assisi, in the Te Ara Tūhura cluster to best support our Structured Literacy Journey?
  • TAI v SMART Goal? - can we find a more effective "better" way?

Monday, 13 September 2021

Maths - Ideas & Insights

 How can we make changes to the way we teach Math without adding stuff on teachers already heavy load and giving the impression of piling making more work? 

Adding in 10 minute activities can effectively embed change.

"Delve into Maths"

What can we do to give all kids an opportunity to access the competencies and dispositions? Procedural Fluency - Times Tables etc (parents perceive as giftedness) This area is falling. Right side - Adequate Reasoning and Productive Disposition. Pepper the week with these activities.

If you can lock in conceptual understanding, then kids won't forget Procedural Fluency.

Adaptive reasoning is explaining thinking - top kids can't explain. Productive disposition is translating it to their language. There are 4 types of problems and raising awareness of these with teachers is where you get the bang for buck in accelerating learning.

If we want kids to accelerate in math we need to aim for the green - the open-ended and unfamiliar.

Every kid can problem solve.

Rapid routines can keep the other areas alive when they're not the strand being learned at the time, thus helping with retaining.


Saturday, 24 July 2021

Manaiakalani Toolkits 2021

Creating in Maths by Latham Martin

Zoom meeting - 1st June 7:00 pm

Latham shared a way of creating maths learning using google slides. He showed creating a map using the shapes and line options in google slides. 

The guideline or criteria can be adjusted depending on the age of the students. Students will use their knowledge of shapes, orientation, direction, and vocabulary. He also included a protractor in his side, which can be copied and used when creating angles. There was a lot of discussion amongst the participants, who were teachers of older students. However, I thought we could also use it a part of Maths challenge projects involving our students from as young as year two. I will also tie up well with our Inquiry topic, Community, this year.

Toolkits online

Creating in Maths

Monday, 7 June 2021

Manaiakalani Toolkits 2021



with Jeremy Ferguson

The time of year where Manaiakalani share a vast range of toolkits to support learning for staff and students within Manaiakalani schools has come once again.  Toolkits are learning opportunities that aim to enhance the Learn Create Share pedagogy.  Teachers from around Aotearoa and possibly beyond can join via Google Meet and a facilitator takes people through whatever topic they have knowledge and skills in.  
Today I attended the Simplifying Testing Using Google Forms Toolkit.  Although I have used Google Forms before, I hadn't really used them to gather assessment information and I most certainly haven't used forms with some of the very helpful features that were shared today.
Here is the slide prepared by the host, Jeremy Ferguson:

New Learning For Me:
  • To create a new form, in the Omnibox, type - This instantly opens a new form as an alternative to accessing through your Google Drive.
  • You may have to check the settings so the preferred language is set to your preference for date format is what you want.
  • Enabling Quiz Mode allows you to allocate points for answers, has an answer key, lets you give test scores back either instantly or at a later time and can lock the screen so students need to submit their test before any other tabs can be accessed.  
  • Presentation settings can include a progress bar so students know how far through they are.
  • When gathering responses, you can add to an existing sheet which means you can collect and track data over different time periods.  
  • Talk & Comment - This Google extension is very exciting.  You can record audio and insert it into your form so students can hear the question.  
With our midyear assessment time coming up, I am now thinking of more creative, time-saving and different ways to collect assessment information.  My next step is to have a go at creating a Google Form for my Combined Basic Facts Test and also have a go at gathering times tables data.

Wednesday, 21 October 2020

Manaiakalani Outreach Wananga 2020

 Always an absolute pleasure to be welcomed to the Wananga by Point England School Akonga. 

From Programme to Movement.

Pat Snedden, MET Chair.

Spoke about the unique capability, responsibility and adaptation we have been required to be in leading the way for our communities in a time that hadn't been foreseen a year ago. Paid a great tribute to the innovation and moral purpose undertaken.

We need to communicate the ideas. WFRC is seeing that students outside the Manaiakalani umbrella are struggling and stressed. It's not fair that they are getting a raw deal through no fault of their own. 

Manaikalani has been approached by the government to be the commissioning agent for digital efficiency in low decile communities in New Zealand. Delivering foundation digital skills training for adults. All of the things that we take for granted, internet banking, digital communication, etc... Ways of getting our parents to have more skills and connectivity to get training in these skills. This will be free for our whanau.



 Online Observations and Q & A

The whole purpose of the data collected is for it to be used ina formative capacity in order to inform practice and changes needed. They redesigned the tool and ensured the reliability of the tool in an extraordinary year in education.

Initially, the patterns are looked at in regard to what the data is saying about student achievement and then looking for patterns around teaching.


Having a relentless focus on reading.

The pattern of achievement is lower and so is the rate of progress. We need to disrupt the pattern. We have very strong evidence of acceleration in the early years of education. They start well below but make massive progress at getting closer to the norm. It's an intriguing pattern where the line tapers off after year 4. 

Shanahan & Shanahan Model of Literacy Development.

Basic Literacy: Decoding letting identification etc.

Intermediate Literacy: Being able to comprehend the text. Knowing the conventions of a variety of text types etc.

Disciplinary Literacy: Where the literacy demands become very subject-specific and specialised texts and vocabulary.

What it means for us is that we know that many of our children don't have those foundational skills. We need to intervene and get help for those kids. We need to be looking ahead at what they are going to need to be able to move towards. Our teaching is sufficient to meet the needs of what they are doing up to year 4, but not sufficient to enable them to progress to Intermediate Literacy. This is why High Leverage Practices have been identified. We need more of them to be seen in our classrooms to see a shift.

We know about all these things. The power of talking. These are the principles that underpin the interventions that need to be made.

In the junior years of that solid foundation, this is what that would look like:

Reflecting on the data that is informed by that framework...

Teachers were asked for access to their sites, texts, planning frameworks etc. The information was observed across a whole week instead of the 30-minute snapshot that was used prior to this. Aaron has recognised that this gave them a wider criticality about the planning of the lesson. The quality of planning for the discussions taking place. To develop critical literacy, their needs to be deliberate acts of teaching and discussions. The spontaneous discussion will never be enough. 

Limited opportunities to read extended texts (100pages or more than one hour of film). The majority of the texts were short texts. Q: What would be the optimal balance and how could this balance be more affected?

Q: Do we have a balance of exposure to a range of literary texts at different year levels?

Evidence of an increase in multiple text use, which hasn't been seen previously.

The texts that we are reading predominantly represent the dominant cultures. whereas the overall ethnicity breakdown sees Mōari 36%, Pasifik 16%, Asian 9%, NZE/Pakeha 36% and Other 3%. 

A mirror text is where you read the text and it reflects me. It's like my community. 
A window text gives an outward view of a world different form me.
Ideally we want a text to be both a mirror and window text.
What opportunities do our ākonga have to have that window and mirror of non-European cultures around the world?

 What is the text diet that our students are being offered? Is it optimum to accelerate reading?

The majority of class sites showed no evidence of any focus on audience and purpose within that one week. It doesn't mean its not happening, it could be that its done face to face. This aspect is really important in developing critical literacy skills. It's imperative. Audience and purpose are vital.

Strong focus on vocabulary. Not a visible focus on poetic devices. Texts tend to get more figurative as they develop complexity. Minimal evidence of the teaching of the structure of texts for that one week. This could be coming up when teachers are modelling. Is it enough when it should be evident in planned activities.

The emphasis didn't go past plot. Limited ideas of characterisation, atmosphere and some thinking about the ideas.

This needs to be planned and emphasised. If it's not visible to WFRC and they are looking hard for it, then how obvious is it really for our ākonga?
Most class sites showed no evidence of any focus on inference, analysis, critical literacy or critical thinking. We need to analyse all of our tasks and what's on offer for our kids and going it a nudge. Is it enough?

When looking at blogs, what was the highest level of thinking required of students on their blogs? The reason they're not elevating is that the level of task expectation on the site. we can't expect the students to exceed the limits of the task that has been set up on the site. We are creating a ceiling. 
Is working hard the same as thinking hard?
There was a minimal representation of rewindable tasks evident within that week.
If we are going to push the expectation for students to. be more dialogic then there should be more planned discussion visible. There is still a propensity for DLO's to default to slides, with minimal extension. Minimal opportunities for choice and agency over text and task. Most choice was over order of task.

Oral language  - South Hornby have had a massive focus on its and are seeing success. They assess oral language on school entry. Do we do this?

At the time this data was coming back there was a caveat that we were trying to get our kids back and engaged. It may explain the time we are at, but we need to move it forward. It's matching evidence to practice. 

Manaiakalani Innovative Teachers

Accelerating Reading Comprehension through questioning

Sarah Daly

Noticed that Levels 22-23 (Purple, Gold, Silver) became stagnant and there was a struggle to progress. Assessments up to then are generally literal and it is a big jump from there, particularly for ESOL students.

Learning Through Listening

Alethea Dejong

How to enable students to listen to each other in an independent group. Talk Moves and DIMIC maths helped develop strategies to address these problems however they didn't teach students the skills to listen. Teaching "response" and "initiation". explicitly teaching listening behaviours and expectations.

How can we develop students to be better writers?

Tanya Mundy

Is as a teacher, we can't get motivated to write, then how can we motivate our students to write. After undertaking a writers course as an adult, she wondered why these skills couldn't be taught to students.

Device & Finance Procurement for 2021

Acer Insurance:

3 Years
2 Repair claims
1 Replacement

Explain Everything licence is cheaper.

Devices for Livestream

Manaiakalani Innovative Teachers

Transitioning students

Kiriwai Tapuke

Utilising Te Whare Tapa Wha to help develop connections with students to assist with effective transitioning for students. 

Algebra as a key pathway to senior math

Angela Seyb

Weaknesses in ākonga arriving at high school with little algebraic thinking. Children often have a misunderstanding of variables. The trinity between graph, equations and tables. Big Ideas were developed that learners needed to understand. They needed to engage the students, utilising Jo Boaler etc. Focusing on Mathematical Literacy and problem-solving. DESMOS as a tool. The focus was on Level 2,3 & 4 resources.

Ka Rere te Reo

Kerianna Stirling

Having students struggling to understand the language that is being spoken in the classroom makes it very difficult to learn. Oral language is more than speaking and listening. It shapes every aspect of our lives. Created an online tool for teachers to assist students in developing their oral language.

Reflecting on 2018-2020, looking to 2021 and beyond - Dorothy Burt

2020: From Theory to Reality. Where we've seen the theory of the Manaiakalani principles become the reality for schools throughout the country.

Committed to providing the framework for what learning looks like in a future-focused framework. The memorandum of Understanding reflects the seven strands that are crucial to the foundation and roof that is secure to enable us to be safe within.

This year saw us having to leap at the challenge to this with the bot that began to attack our ākonga's blogs. As a team we reacted swiftly and strongly.

In the centre of our houses, we are able to insert our own flair. He Pātaka Matihiko: A food storehouse.
The whakatauki talks of eating and eating well, but once you've eaten you store away the leftovers for later eating. While being known as a warring people, Māori were also great planners. They had to plan for the future, planting etc.
I te Ipurangi - Cybersmart
Atamai - being sharp of mind, open-minded and deep thinking.
Learn. Create. Share. are the walls and floors.
Below are the pillars to keep our kai safe. If the roof is not secure your food will spoil and go to waste.
The knowledge within your Pātaka is up to you.

Challenge: We have ShakeOut drills, Lockdown prep... we also need to Meet Up. Access the barriers to accessing learners when they are with us. Use the time between now and the end of the year to ensure our kids are ready in case it happens again. Practising the protocols and procedures.

DFI 2021.

there will be one face-to-face and three online DFI's. It is recognising that it's not just abut not being digitally savvy, some people aren't suited to showing up...

Summer Learning Journey

It's being extended to 6 weeks of learning. It's being collaboratively designed by our teachers. Volunteers are writing 2 activities each.

Virtual Cluster

A new initiative for individual schools who don't have the consensus of their wider cluster. Schools interested can apply to join this virtual cluster with the support of the Manaiakalani Network. Contact Jenny Oxley.

Manaiakalani Innovative Teachers

Develop a digital Tool for enhancing engagement

Sonali Carter

Impacts on self-regulation with deficits from a wide range of aspects. Developing key social skills to enhance their presence in the classroom. Developing engage activities and games to teach skills to priority learners. These showed a clear development in students using full sentence answers rather than two-word combinations. Consideration was given to student experiences in lockdown, with thoughts about who was caring for them while parents may be working and how this may have impacted. (Does this link with Theraplay?)

Partnering with Whanau to implement the school-based engage programme at home.

Jo Gormly

Many students have experiences at home which impact their ability to engage at school. Regulation Difficulties etc. Could teaching self-regulation skills be the tool for raising student achievement? Research shows play is about how a child learns about themselves and their environment. Is this a true reflection of our Pasifika community beliefs? The heritage languages of the students are utilised.

The Challenge/Provocation

In our classes, we have learners with multiple learning needs and many who need the foundations. The challenge is to build them alongside more sophisticated comprehension skills as well. There is still a need for a relentless focus for accelerating reading. The pattern for reading has stayed the same. If we don't change our teaching and the classroom experiences then we won't change the pattern. REading like a writer and writing like a reader.

We need to seriously consider what we do about Mathematics.

We need to be thinking about our windows and mirrors. How are we going to engage our readers in reading if they are not seeing themselves reflected in the reading at a proportional level. We need to look at the representation of texts and activities for Pasifika students and our diverse learners to engage them in literature development.

We need to pay particular attention to the floor and ceiling. We need to raise the ceiling so that all of those cognitive aspects are challenging our learners. If we shift the task then the learners will meet them. It can't just happen in one house or in one room. We need to put the responsibility on all individual teachers and bring everybody together so that every individual isn't having to locate the resources to reflect their class. They can be pooled and collated. As leaders, our challenge is to create opportunities to create these resources and environments. It's about Reading development and sophisticated literacy.

Take Away Pondering:
How can we capture the engagement of tasks such as Sumdog and prodigy, but use it to specifically target acceleration in developing Mathematical knowledge in our learners?