Friday, 8 September 2017

Manaiakalani Boards Forum presentation


Last night the six of our Maniakalani CoL teachers presented an overview of their inquiries this year at the Maniakalani Boards Forum. The purpose of our presentations was to highlight how we are working towards each of our achievement objectives. Donna Ryan from Sommerville Special School, captured the common theme of the evening in her blog post. What stood out for me in these presentations was how clear it was that we had all very much been on this journey of shifting student achievement together. Everyone has willingly opened the both the physical and virtual doors of their classrooms allowing us all to learn from and with each other.


Photo credit +Fiona Grant 

Here is my presentation from last night.



This year as the in-school CoL teacher for Panmure Bridge School I have been looking at how I can strengthen my learner’s connections to content and accelerate shift in reading through talk. I call this talk having a learning conversation. Simply put this means I encourage my learners to use evidence from the texts we are reading, to agree and disagree with one another to help them strengthen their understanding of the text.

In a typical learning situation I noticed my learners tended to accept what was said, even when they don’t fully agree with the opinions or facts shared by others. This often results in mismatches between what is correct and what is incorrect. As teachers we are always looking at different ways we can help our learners move through the learning levels. To do this we look at assessment results, think about what we have noticed in the classroom, listen to feedback from our learners and seek guidance from our colleagues.

When thinking about talk, shyness was one of the biggest hurdles I needed to help my learners climb over. Many of them lacked the confidence to say what they think, and why they think this way. I felt this shyness could be overcome if I took the time to show how to talk about their thinking.

My inquiry this year has reminded me to make sure the instructions I gave were very clear. I made sure I gave them the tools that would help them carry out the learning successfully, taught them how to use these tools and planned for opportunities for these skills to be used in real learning situations. We call this scaffolding as it is the term used for the support systems we put in place in our classrooms to allow our learners to have a go at new learning without being afraid to fail. No one, regardless of age wants to make mistakes in front of their friends.

I broke down the hard words by linking what they were asking them to do, to things they were familiar with. This is called making connections. As a result my learners now know that talking about their thinking is important and they know how to do it.

We don’t get it right every time so we revisit the same learning in different ways. What has excited me as a teacher is that the learning conversation skills we have been exploring in Reading have been transferred by my students to other learning areas. Why? Because it helps them make sense of new information.

Confidence levels have risen, and as a teacher I have been able to introduce more challenging learning opportunities as my learners have the skills to break down the challenge, to help them make sense of the new information.

As I mentioned earlier I listen to the feedback my students give me. This has helped me to design learning tasks that meet their learning needs. Our classroom is rich in talk because my students know how to talk, listen and challenge each other’s thinking.

Wednesday, 6 September 2017

Collegial Observations

This morning +Karen Ferguson from Tamaki College visited Learning Space 2 to observe a few of the ways we build connections to literacy in our Maths lessons. Karen has written a detailed account of the teaching and learning she observed on her blogpost here.  

 
Karen taking part in our timed challenge

                
                     Purposeful group challenge to help strengthen connections to the vocabulary
                                                                 

Wednesday, 30 August 2017

Tapping into cluster expertise...

Today I visited Room 8 at Saint Patricks School to observe their in-school COL teacher, Adrienne Dines. I thoroughly enjoyed meeting her students and talking with them about how talk has helped them with their learning journey this year. 

Adrienne uses a multimodal approach to help her learners make connections to their learning, and talk to strengthen these connections. What I saw when I stepped back and watched was a table of learners fully engaged in a dialogic discussion. Adrienne reminded them at the beginning to use their 'why' voices to question, explain and clarify their understandings. 


 

To help keep the talk flowing Adrienne uses prompt cards that she places on the table. She then checks in with them using these prompts as the connection or provocation. 


I roved around the room chatting to each group about what they were doing and how talk had helped their learning. What was really interesting was that her learners and my learners face the same obstacles when it comes to talking with others. I have followed Adrienne's inquiry this year as it aligns closely with mine. In talking to her I have found that it has taken us both a similar amount of time to build our cultures of talk. We have both used scaffolding strategies that are personal to our learners, and both realise the importance of using written, spoken and visual texts to aid comprehension.

One student said that talk helps if them engage. Another told me that it helps you clarify as you have to say why you think the way you do, and if don't understand something you can ask questions or listen to what others think. I asked them what they did if someone said something they didn't agree with. Almost everyone I spoke to said they ask questions to help them understand why they think that way.

I really enjoyed my time in Room 8. My takeaway from this visit will be to vary how I use my own scaffolded prompts, and has prompted me to revisit the reasons why talk can help strengthen our connections to the learning. 

Friday, 25 August 2017

Maniakalani Hui Poster Session




Today our CoL teachers took part in a poster session to showcase and talk about our inquiries at the Manaiakalani Hui. We have all been carrying out inquiries that fall under the umbrella of the Manaiakalani CoL achievement challenges. This was a great opportunity to share our journeys with a wider audience. There was a lot of rich discussion all around as new connections were made and existing ones strengthened. 

My inquiry falls under achievement challenge 4 which is to increase the achievement of Years 1-10 learners, with a focus on Years 7-10, in reading, writing and maths, as measured against National Standards and agreed targets. 

The presentation below is a copy of the written content on my poster board. It is a summary of what I have inquired into, why I chose this inquiry, the actions I have taken, the setbacks I experienced, and the changes that have been made by myself and my learners as a result. For a more detailed account of my inquiry please click here.

Thursday, 24 August 2017

Connecting with The Education Hub



Last term Dr Nina Hood, founder of The Education Hub, came to meet with Kiri and I to talk about how the Summer learning Journey had benefitted our learners in LS2. The Education Hub is a 'not for profit fostering improvement and innovation in education by bringing together people, resources and ideas'. 

Today Kiri and I took part in a focus group run by Nina at Auckland University. This was a great opportunity to contribute our thinking to an initiative we see will become an extremely valuable resource. 



Wednesday, 23 August 2017

Self Evaluation and Rewindable Learning


Yesterday I wrote a blog post about seizing an opportunity to film a learning conversation in action. Today I began by asking these learners to think about yesterday's reciprocal reading lesson. We talked about what they liked, what went well and what they might do differently next time; and then I shared the  footage I captured. I asked my learners to look closely at their own contributions. Initially their were a few giggles but as the footage progressed I listened to the conversation that was taking place. This was rich and authentic. Afterwards I sat down to have a debrief with them. One student chose to write his observations down so was quite detailed in his responses, one was eager to share that he noticed he was really good at working collaboratively, and the others were keen to tell me that they had all been active participants. 

I asked each person what they would do differently next time to make the most of the learning talk. Click here to read Daniel's blog post about his group's collaborative evaluation of their learning.


Today I repeated the process with another group. Our screen was in use and I wanted to harness the power of capturing today's footage as this group were keen to watch themselves, so I simply replayed their movie on my phone. Click here to read Jeremiah's blog post about his group's collaborative evaluation of their learning.

This is not a tool I would use all the time as the power of the novelty would wear off. However it is definitely a tool I will use to help my learner's see what their learning looks like when I need them to notice and evaluate their own learning.

Tuesday, 22 August 2017

Learning from each other

I am always looking for ways to continue to strengthen our learning conversations during Reading. As a teacher in an ILE I have observed the ongoing success Kiri is having with reciprocal reading in her reading sessions, so today invited Fridoon (from Ms Kirkpatrick's group), to share his expertise in reciprocal reading with one of my reading groups. He was an amazing 'teacher' and was able to show a group of my learners how to unpack a text using this process.

 

The clip above is a short snippet of their learning conversation. I saw their 'talk' evolving but was working with a different group at this time, so handed my phone to another student to film. I love the collaboration and support they give each other as they work towards making sense of a new text without any guidance from me. 

Having watched the whole clip myself I was able to see the true power of tapping into the strengths of my own students to grow the learning. Fraidoon's clear and explicit instruction and this group's willingness to share their thinking, made this a rich learning conversation that allowed my learners to use talk to strengthen their understanding of newly aquired knowledge.

My take away from this is that I will be definitely using reciprocal reading to provide further opportunities for purposeful learning conversations to take place when we unpack a text. 



Sunday, 13 August 2017

GEGNZ Student Summit 2017


Last week I took a group of students to the GEGNZ Student Summit at Ormiston Junior School. The confidence and pride I saw from each of the presenters in each of the breakout sessions, highlighted how much talent our young people bring to their own learning. This was a great opportunity for my learners to see first hand that we learn best when we learn with and from each other. I was extremely proud of Team PBS not only for the presentation they created and shared, but also for the respect they showed as audience members throughout the day.



The day was closed by Suan Yeo, from Google who reminded us all that if you're not sure, ask questions; if you see a problem, try to solve it and most importantly try to be the best you that you can be. 

A huge thank you to the GEGNZ team for their organisation, Ormiston Junior School for hosting us and to everyone who took part in the day. 


Tuesday, 8 August 2017

CoL Sharing with the PBS Syndicate teams


We were asked at the last CoL meeting to meet with our staff and encourage each person to select one Achievement Challenge that aligns with their Teaching as Inquiry for 2017. We then explored the blogs of each CoL teacher who has focused on the same Achievement Challenge as we have.

At Panmure Bridge School we chose to do this in syndicate meetings. This afternoon I met with the senior syndicate, and will be meeting with the junior syndicate next week. What was really valuable was the rich discussion that evolved as people connected with ideas that resonated with their own inquiries. Having a designated time to explore the cluster inquiries was a great professional development opportunity. Thank you to my fellow CoL teachers for making such a rich resource available.


Here are our responses.

Monday, 7 August 2017

Winter Learning Journey... WOW!


Congratulations to all our Panmure Bridge Winter Learning Journey bloggers. We are so proud of you!



The images above reflect the participation in the Winter Learning Journey from Panmure Bridge's Learning Space 2. Congratulations to Daniel, Oh Hsen, AJ, Alex (LS1), Ofa and Eric our main prize winners; Nazella who got a special mention; and everyone who took part. Our top two bloggers, Oh Hsen and Daniel each commented 500 times on fellow blogger's posts!

A huge thank you to Rachel and her team for creating an exciting learning adventure that took our students on a virtual tour around New Zealand, and for the many, many comments made to everyone who took part. 

Making my learners accountable...

Today during Reading I asked my learners how I would know they were actively participating in the learning. The unified response was, "Make sure we are talking about our thinking!"  To make sure this actually happened, I challenged each person to write down one question they asked that contributed to the collaborative task. Our prompts were: 'What question could you ask? Will it tell you the information you want?' I knew this could be easily overlooked then hurriedly made up so I scaffolded the challenge by handing each person one brightly coloured post it note. My thinking was that if they could see a small space to record their question it wouldn't seem to onerous.


The image above reflects success! Everyone recorded a question and only two students felt too shy to share their question during our reflection time. This is a huge shift in confidence so I took a step back and asked myself why this might have happened, and thought about what I might have done/said differently. With my learners working in collaborative groups I was able to roam around the room having deep learning conversations. Upon reflection the most common message I shared was Did it tell you the information you want?


The questions below are our evidence of how each person participated actively in today's learning. The highlighted questions are from my target students.
  • What did you do for the summary?
  • Can you share your summary please?
  • Was Kate Sheppard part of the suffrage or did she make it?
  • What was the suffrage movement?
  • What is the meaning of suffrage?
  • What is a petition?
  • Does Women’s suffrage have capital letters?
  • How effective was the suffrage movement towards the men that wouldn’t allow women votes?
  • Why were some women against the women’s suffrage issues?
  • Why did they change their minds about women’s suffragettes?
  • Did Kate Sheppard’s personality influence the men’s decisions?
  • What were Kate Sheppard’s major achievements that convinced the law to allow women to vote?
  • Why was the law so specific with some people not allowed to vote?
  • At any point did Kate Sheppard feel like giving up on her main goal?
  • How was Kate Sheppard able to keep going knowing there was hate and conflict against her?
  • Were all cultures of women allowed to vote?
  • Did Kate Sheppard fear that she was going to lose the fight?
  • What made Kate Sheppard want to fight for women’s rights?
  • Did Kate Sheppard feel like giving up?
  • How did Kate Sheppard become the leader of the suffragettes?
  • Is the big circle building the NZ parliament building?
  • When did Kate Sheppard find out that women couldn’t vote?
  • Why did Kate Sheppard decide to start campaigning to get women the right to vote?
  • What convinced the men to let the women vote?
  • What made Kate Sheppard keep going even though people didn’t like what she had to say? 
  • Why did Kate Sheppard join the suffrage movement? 
  • What did Kate Sheppard do to become the leader of the women’s suffrage movement?


These questions reflect strong connections are continuing to be made. The difference is my learners have a purpose for asking their questions and today they were accountable for their learning. My next step is to actively plan ways to sustain this accountability.




Wednesday, 2 August 2017

How I am engaging my learners in talk...

This week has been all about front loading so that my learners are able to begin forging connections to the content of our new learning. The screenshot of the blog post below reflects one of the ways we have done this. I was particularly drawn to her last sentence where she states that talking to her group helped her make connections.

We have done a lot of think-pair-share to encourage the learning conversations. By taking time to move around the groups I have noticed that everyone is actively participating. I reminded my learners that we learn best when we learn together and talk about our thinking. The collaborative approach removes the scary as the sharing reflects the ideas of the group and eliminates the pressure to take risks alone. 

As I have mentioned in previous posts, the scaffold this group chose to use was a 'go to' rather than a 'you must use'. Clearly strong connections have been made to this as they see by identifying the key words they are able to rework the words into meaningful sentences that summarise their learning.


Since woman's rights with voting was a big issue in the olden days, our reading topic this term relates to this with the upcoming election in mind. We watched a youtube video about the suffragette movement and wrote a 25 word summary on "what the suffragette movement was". I found this quite hard because it isn't a skill that I have mastered (summary) but talking to my group helped me make my connection.


 

To help me scaffold my learners towards evaluating their own contributions to the learning conversations I asked each group to do this today via the comments tool. It was interesting to listen to the negotiations taking place before the final comment was devised. Some as you can see were very honest. What I celebrated was the fact my learners were able to recognise their own contributions to their learning conversations. I see too that I need to scaffold what it is I want my learner's to notice so that they have the tools to strengthen their evaluations and identify their own next steps.


Monday, 31 July 2017

Engaging and Empowering...



Photo via Good Free Photos


Today we began our journey into this terms reading challenges and I needed to get those cogs turning! I have chosen to explore the suffragette movement to help my learners make deeper connections to the upcoming elections. Understand the importance of having the right to vote, and why people in the past fought for this right underpins the texts chosen to explore this topic.

I know my learners and I knew that I needed to engage them by selling this topic in the right way. I thought that it was important to use my blog as a platform for reminding people about the importance of finding a way to bring a difficult topic back to the world of our learners to allow them to make strong personal connections.

What I did to build connections together:

I began by asking my learners to find an learning buddy and by asking the questions:
  • Who is in charge of New Zealand?
  • Who makes the laws and rules?
  • Who is NZ's Prime Minister?
  • How did he/she get this job?
Initial responses were interesting and varied, but none were correct. We then used our smart searching skills to find this information. To bring it back to our immediate world we looked at our own school. I knew I need to build vocabulary knowledge so we use our devices to define the words: vote, parliament and government.

I borrowed an idea from Adrienne Dines at St Patricks School and introduced the notion that talk is the action born from thinking’. We unpacked this statement together by me asking why I was sharing this.

"So we talk about our thinking..."
"So you know we are thinking..."
"Because if we talk it kind of goes in our brain and help us understand more..."

I shared our 'Votes for Women' site and shared the fact that a long time ago it was only men who were allowed to make decisions about how we lived. Women, alcoholics, criminals, men under 18 and those classified as insane were not allowed to make any of these decisions. To say the girls in this group were shocked is an understatement! The result of this statement was a buzz of talk as I was immediately bombarded with questions as to why women weren't allowed an opinion. No answers were given as I pointed out this was what we were going to find out.



We used the learning buddy partnerships to then explore the amazing interactive timeline on the NZ parliament site. Their task was to use their skimming and scanning skills to find and briefly summarise information they found interesting. While this was happening I worked my way around each group having rich conversations about their identified points of interest. It is important to mention here that I had previously looked through this information so I was able to recall and discuss it without referring to my computer.

To capitalise on today's engagement I asked each pair to record something on the white board that they wanted to find out more about. These questions excite me as I can see that deep and critical thinking is emerging.

  • Did the Queen have anything to do with the law that only men could vote?
  • What convinced the men to allow women to vote?
  • Why didn't men let women vote at first?
  • What convinced the men to allow women to allow women to stand for parliament?
  • Why were men from other countries not allowed to vote?
  • Why was Wellington chosen to be the place of parliament?
  • Which men agreed with Kate Sheppard and made women's rights possible?


My learners felt engaged and empowered, and I was reminded of how important it is to know your learners, know your topic and know how to make connections to your learner's immediate world.


The images used do not reflect my target students 

Midway Reflection...


Last Thursday we met as a CoL group to share and reflect on our inquiries at the midway point. This shared check-in allowed us to talk about the successes, failures and improvements we have experienced and noticed, with colleagues who are working towards the same achievement goal. 

In my class we live by the ethos that 'we learn best when we learn with and from each other', something I capitalised on myself in this meeting. By listening to Adrienne Dines share how her inquiry is progressing, I realised our inquiries crossover in many areas. We have drawn similar conclusions and have implemented similar interventions to increase the levels of talk amongst our students. Adrienne’s statement that talk is the action born from thinking’ is something I will unpack with my learners as I see this as an additional way of strengthening their connections as to why having learning conversations are so important.

Wednesday, 26 July 2017

Comprehension strategies and learning conversations... Will this keep the talk going?

When putting together learning opportunities for Term 3, I not only had to think how I could capture and maintain my learner's interest but also how I could delve deeper into my teaching inquiry. I looked through a wealth of texts before selecting one I will call my anchor text, that would link to and help my learners strengthen their connections to the upcoming elections. 


I plan to capitalize on our established routines and groups to open the doors of familiarity. It is my hunch that by using the peer to peer rapport in place, alongside well practised learning frameworks, the initial shyness that often inhibits my learners will dissipate far quicker than it has previously. 

I refer once again back to Jason Borland's thinking in our 2015 Manaiakalani Innovative Teacher's PLG where he stated that "You can't help yourself if you can't see yourself." This thinking resonated with me when I first heard it, and after following Jason's inquiry I have often repurposed this idea to meet the learning needs of my students. 

My idea is that if I record (with student permission and knowledge of purpose), our learning conversations, we can look back at our own contributions and notice when we were active participants and how we could possibly make changes to become more active participants. In my case it will help me see what changes I need to make to my teaching to help my learners understand how to become more active participants. 

I realise it is sometimes the suggestions of our peers that can help us move our learning to the next level. With this being and already established routine in our class, I hope my learners will be able to strengthen their connections and understandings to the content by through talking about their reasoning for the comprehension strategies used. 




Here is the link to our reading challenges for the start of this term. 






Monday, 10 July 2017

Professional Development: Jeff Anderson - I've Never Written So Much





A fabulous day of learning with Jeff Anderson @writeguyjeff today. It is always exciting as a teacher when you attend a professional development day and the connections between the content and your learners are immediately obvious. I am really looking forward to being able to implement some of the strategies (these are in the link to my notes below) I learned about, and did myself, with my reluctant writers. 

As teachers we often the fact many of our learners do not have strategies in place to help them overcome doubt when facing the blank page. We can’t make our learners write but we can inspire them by making the outcome seem possible. We need to remind them that they don’t get it perfect, but they do ned to get it written! Encouraging our learners to reread their own texts will help them find things to fix. Practise and time strengthen ability

It is important to remember that the writing process is not formulaic or linear, and our responsibilities as writing teachers is to create spaces where writing behaviours happen. Afterall as Cynthia Rylant states, “I learned how to write from writers. I didn’t know any personally, but I read."

The link to my notes is here.

Wednesday, 5 July 2017

Sharing and Modeling

Photo: @Karen0986

Earlier this term Karen Fergusonone of my CoL colleagues from Tamaki College came to visit us in LS2. She spoke to my learners about how we use self assessment in our learning. Karen's blog post about her visit can be found here.  Although initially a bit shy, it was great to see how my learners were able to talk confidently about their learning. I was able to see from Karen's conversation with my learners that I scaffold this quite a lot, and perhaps need to lessen this to promote increased independence. My take away is to visit Karen and have a similar conversation with her Year 9/10 learners. Doing this will help me blend into my instruction, some of the self assessment language she uses to set our students moving on to Tamaki College, up for success.


Today Dot Apelu, another of my CoL colleagues from Tamaki College came to observe us in LS2. Dot had seen a previous post I wrote and contacted me about sharing my practise. Her summary of our initial discussion is here. I explained to my learners that Dot was here to see how we used some of our learning strategies to strengthen our understanding to new learning. 

To model our dialogic learning in practise, I asked my learners to identify and summarise the main points of our learning linked to our work with Tamaki Wrap the previous day. I explained that we needed to hear their learning talk so it was important to use their words, and as we moved around the groups I observed something that was new to us at the beginning of the year, is now something perceived by my learners to be the norm. They were able to explain their thinking and use examples from the available information (including our rewindable example of the flipgrid they created yesterday) to support their reasoning. 

The well established collegial connections we have in place in Manaiakalani are definitely as asset to both our teachers and our learners as we work towards bridging the transition gaps between Year 8 and Year 9. My take away from today is to make time to observe more of my colleagues across our cluster, as the best professional development is available right on my doorstep.



Tuesday, 4 July 2017

Capturing ALL voices...

Today we worked with Dorthe and Liz from Tamaki WRAP, to explore what 'away' looks like when we say we have 'thrown something away', and why there is a need for initiatives like Plastic Free July

I wanted to find out what my learners had found interesting, what they had found shocking or what an important message to share might be. I knew if I asked these questions during a class discussion I would get a few responses from those who felt confident enough to share. I knew if I asked the same questions with my learners working collaboratively in small groups, the more dominant personalities would shine and the quieter ones would remain silent. Using flipgridcom to gather my learner's perspectives enabled me to capture everyone's understanding of the learning. 

This is our first attempt at using this app and I quickly realised that if I stepped back and let my learners help each other to record their thinking I would get a much richer bank of evidence. This is an unedited version and it captures exactly what I had hoped it would. All my learner's voices!



Thursday, 29 June 2017

Getting the 'talk' going with new learners...

This week we have been exploring Matariki in LS2. With Kiri taking the role of lead teacher, my role has been to work with our group of learners who find many aspects of learning a challenge (not my focus group). I absolutely loved this opportunity to make a stronger connection with these students as we explored the topic at their pace. The scaffolds I had used to generate conversation with my more able learners worked equally as well with this group. The only difference was that I needed to prompt and encourage a little bit more. 

When I introduced the topic I asked, 'What do you already know about Matariki?' To sum this up, I started with a blank sheet and ended with a blank sheet. No one felt confident enough to offer their opinion. To get around this I suggested we read the text 'Celebrating Matariki' then try to answer the question again. 

I knew I needed to scaffold this further and hook them in, so I gave each person a vivid and asked them to write down any words they thought were important, any facts they thought were interesting or any questions they had on our shared thinking page. I explained that we were going to learn about Matariki together so we could help each other, but if that was going to be successful we would need to have lots of learning conversations. 

I used my 'steal' (the link is below) from observing Matt Goodwin, to help us unpack this text. The initial silence I had been met with earlier quickly disappeared as they raced to be the first to share their thinking or define new words. 



Click here to access this activity

After reading and talking about this text, we looked at our thinking sheet and set about finding the '20 most important words' in the information. It was really interesting to sit back after showing them how to identify if we had recorded the words more than once, and listen to the dialogic discussion evolve. Even more interesting to me was the fact that there were no longer any passengers on this learning journey, everyone was actively involved. I modelled how to find information in the text to support their responses. It is apparently, a lot of fun to 'race' to find the words by reading with quick eyes (skimming and scanning).

Once we had identified our important words, I introduced them to our summary scaffold. We then needed to reduce that list of 20 words to a smaller list of 6 words. I was amazed to see that there was no hesitation with this challenge. Our final task was to use the 6 words we had decided were most important and write them in sentences to summarise the facts in the text. This part needed a lot of teacher support, but that is the reality of working with learners who find learning a challenge.


Just before we finished I asked them again what they knew about Matariki. This time everyone had something to contribute and I accepted every response. I did, however, have to help one learner reword what they were trying to say as they had got a bit mixed up. Experience told me here that positive praise would keep the confidence growing and the talk going.

Over the next few days we referred back to this learning and built on it. Each time I noticed these learners were quiet participants at the start of each task, but were confidently sharing their thinking at the end. I did not simplify the framework in any way. What I did do was scaffold my language of instruction. A point that highlights how knowing your learners enables you to empower them.  




The DLO's above show how we added building blocks to this task to help strengthen our connections to a new topic. Over the last few days, together we have used learning conversations to explore the strategies of activating prior knowledge, skimming and scanning, questioning, making connections, summarising, finding information and evaluating at their level, and at their pace.