Putting the 'tool' together & reflecting on reading data so far

I've come back from the EdTech Summit energised about the next steps on my MIT project.  Tonight I've been looking through the tools designed by MIT participants in previous years.  Whereas earlier on, I'd been interested in what they had proposed, and understanding what each teacher was wanting to achieve, now I'm looking at how they have presented their tools, and what I can learn from the way they have each presented their thinking and the model of how teachers can use their tool.  The most gorgeous, I think, is Heather Matthews' story of how to be a better self-manager, led by Nukutāwhiti.  I love the idea of all the work being captured by a story.

Rebecca Spies starts her site on augmentation boards with the what, the why and the how as key headings to bring her audience into the project, and I like that.  Hinerau Anderson has collected together all the tools for Visible Teaching & Learning into one place, with a description for each section, and I can see how this is really useful for someone coming into Learn-Create-Share for the first time.

I've got my scribbled document in my hand from the EdTech Summit where I started to think about how my site could look.  

I go back to my MIT proposal moonshot template. Of the three approaches I proposed, I've focused in on the second:

Digitising the team game tournament process to support reading, using collaboration amongst students to lift achievement. (working with my students to build a collaborative culture which raises reading achievement)

The tool I proposed to digitise the team game tournament process is Socrative, and I've explored this for both reading and writing to develop student confidence to share and to give and receive feedback in class.  I would like my tool to reflect the progress we have made in developing an effective sequence of activities in terms of writing as well as the collaboration for the reading acceleration aspect.

We ran an asttle reading test with our students at the end of Term Two.  We've seen some good progress and useful next steps from our own common assessment tasks in Terms One and Two, but we ran asttle as well to give us a norm-referenced point of comparison and to give the students more familiarity with the multi-choice format which is used in the PAT reading test at the beginning and end of the year.

There are some really pleasing results, but not enough to start dancing on the roof with joy.  Amongst other possibilities, I am going to ask my top male student (6B) to share how he approaches each question.  This student has a fabulous combination of mathematical and creative skills, and I think there is a good chance he can break the process into steps which others can try for themselves.  With his permission, we can record the discussion and make it rewindable.

Also for Term Three, I can see that I want a lot more exposure to new vocabulary, and to forming inferences within and beyond the texts.