While my Year 12’s geography class’ writing had significantly improved since term 1 with the focus on structure; in particular topic sentences and evidence. As noted in post 4 (term 2) the class were still lacking skills to link and focus their key points. While after marking their research assessment I felt their explanations were a lot stronger than they had previously been this showed me they perhaps had a better level of understanding. However, after completed there 3rd assessment I noticed their explanations were still lacking significantly. I reflected on why this might be the case.
As the research assessment reuqires students to summarise their explanations may have been stronger in this context because this was their own data and information they were drawing from. We had collected the data in Glen Innes over 2 days and since the context was familiar students may have had a lot more confidence in writing about this environment. This pointed me to look at the level of reading comprehension for the Year 12’s. Perhaps a lack of understanding was coming through in their written expression. While students seemed to be able to give good examples or evidence the why seemed to be missing.
This lack of explanation linked to reading comprehension made complete sense to me. I thought about my own writing experience. If I don’t know about a topic I struggle to write on it but if I feel confident then the words seem to flow a whole lot better. This reflection is further supported by literacy data at Tamaki College with a significant number of students being well below the national average. I was teaching some Year 9 students (13 year olds) where a reading age of 7 or 8 was pretty common. Even if these students just went up a minimum of one reading year per school year level (without our accelerated reader program) by the time they reached Year 12 it was possible a number of students in the class were reading at a 12 year old level. Although this may not be entirely representative of the students in my geography class it was a useful rough guide to help me think through what I may to change within my teaching practice. A lot of the text I was providing this class were adapted from a text book aimed for Year 12 students – this meant that there were likely to be some issues with comprehension for a number of students in the class – this made sense as to why they were struggling to explain ideas in their written expression.
Next steps from here – I needed to change what I was doing in the classroom in the way I was providing content. I needed to adapt to suit the learning needs and literacy levels of student in my Year 12 class at Tamaki College.