Dee's Professional Learning Blog

In Room 4, literacy learning has been about meeting each student where they are. I have such a range in reading abilities and engagement levels, and I’m constantly inspired by each learner’s unique strengths and potential. Moving beyond traditional literacy instruction, I’ve adopted an authentic, multimodal approach, and it’s been transformative not just for my students but for me as a teacher. Embracing Real-World Learning: One of the biggest shifts I’ve made is bringing real-world texts and experiences into our literacy activities. It’s not just about reading books; it’s about giving students tools that feel meaningful and relevant to their lives. I’ve started using recipes, articles, and cultural stories to make reading feel more connected to everyday life. This approach has had a noticeable impact on students who might otherwise find reading challenging.  By working with texts that feel accessible and interesting, they’re engaging more. Tailoring Literacy Support: The range in ...

Linking our literacy approach to the MITEY framework has added a powerful dimension to our learning in Room 4. By integrating MITEY’s focus on well-being, I have been able to support students’ emotional and social skills through literacy, making learning not just about reading and comprehension, but about empathy, self-awareness, and resilience. This aligns well with our goals: for higher-level readers, the focus on meaningful discussion and comprehension links naturally to MITEY’s emphasis on critical thinking and personal reflection. For lower-level readers, building confidence and enjoyment in reading supports well-being by fostering a sense of accomplishment and connection to the stories they read.  Using Mophead (written and illustrated by Selina Tulitasi Marsh) as a key text has inspired Room 4 learners to think critically, engaging deeply with themes of identity, resilience, and self-expression. The story encourages them to reflect on their own experiences and the importance...

The data collected for the learners in Room 4 at the end of Term 2 presents a diverse range of reading abilities, reflecting varying stages of progress. Here's a breakdown of what the data reveals about their learning: Early Literacy Levels Hendrix (Level 5  Red 3) and Tevae (Level 5  not specified) are at early reading stages. These learners are still developing foundational reading skills, such as decoding simple words and understanding basic texts. Violet (Level 15  Orange 1) and Jaxyn (Level 11  Blue 3) are progressing in their early literacy, moving from simple texts toward slightly more complex reading that includes early comprehension. Middle to Upper Reading Levels Several students have moved up to at Level 23 and 24. These students are beginning to read more complex texts with improved fluency, working on deeper comprehension and making inferences.    Advanced Readers The more advanced readers, such as Wharenui, Kalei, Koepa, Lillyan, Lashay, Lyric...

My Professional Growth Cycle was closely aligned with my Community of Learning (CoL) focus. This connection helped drive my commitment to authentic learning, supporting students in becoming engaged, culturally connected, and self-motivated learners., I focused on evolving my teaching to prioritise authentic learning for my Room 4 students at Glen Taylor School. Reflecting on my classroom experience, I noticed several challenges: a lack of interest in reading and writing, limited device access, and the student’s need for a culturally connected curriculum. I wondered whether my students felt engaged, connected to their learning, and represented in the classroom. To foster authentic engagement, I experimented with culturally relevant materials, digital integration, and project-based learning that gave students more choice and voice. Student feedback guided the themes and activities, helping me design a multi-modal literacy site where students could "Learn, Create, Share" through...