E-Buddies:

An innovative approach to improving literacy across schools.

Before beginning a hunt, it is wise to ask someone what you are looking forbefore you begin looking for it. Winnie-the- Pooh

E-learners This year Tiniroto School began a 3 year ICT PD contract

with three other small, rural schools. At Tiniroto we are committed to embracing the

opportunities that are created through ICT tools and e-Learning.

This network of learners presented the opportunity to connect our learners in exciting new ways.

Our E-buddy shared learning programme is based on the principles of shared LI, co-constructed SC and FB/FF, self,

peer and teacher assessment.The effective use of ICT tools is integral in 21st century

environments and the potential effectiveness of this approach has already been proven in just one term.

Link to NZC p36

Background

After initial assessments we identified that 100% of our students were underachieving in the area of ‘transactional’ writing. We decided to use explanation writing as a genre to focus on for the term.The teachers set a LI and co-constructed an outline of the programme which was shared with the cluster. Students were then involved in co-constructing a definition of an explanation, analysing a range of examples and exploring the NZC exemplars before co-constructing the SC.The compiled SC was then compiled across the cluster and became the basis for teaching, learning, self and peer assessment which in turn supported re-crafting drafts to complete a final piece.

Planning material available for viewing.

The StructureNeeds based Teacher lead learning session

Student writes Explanation

Email to ebuddy and

teacher

Teacher replies with

FB & FF

ebuddy replies with

FB & FF

Student receives and considers FB and acts

on FF

Student Recrafts writing and publishes on ShowCase Wiki

Student levels piece using NZC exemplars and reflects on how to

improve: Next steps

Student uses SC to offer FB & FF.Returned to ebuddy via email

Receives ebuddy’s explanation

Examples...

What about the Juniors?Identified significant need for improvement in

oral language, particularly confidence and clarity of speech.

Y1-3 students are Skyping their personal news to an e-Buddy once a week.

This programme follows the same ideas with a shared LI, co-constructed SC and the

expectation that FB/FF is given.A definite improvement has already been noted

both when students are Skyping and also in communicating to adults, and less familiar peer

groups.

Time to get thinking…Imagine you have just received this piece of writing from your e-buddy, use the SC to give 2 FB/FF comments.

Please include a concluding personal comment eg: I really liked this explanation this is the best one you have sent so

far Or…You have to write more because it is really hard for

me to comment if not.

Explains the topic to somebody else– often answers a question Helps the reader understand Usually is a How or Why idea Has a Title Is re-crafted—the reader must be able to read it! Talks directly to the reader... Uses ‘You’ Has an order:

Introduction: can start with a question or a hookgets the reader ready for the information to follow-introduces the ideas

Main body: has details about topicLinks to the introductionUses specific (technical) often formal languageCan have instructionsEach idea is in a separate paragraph

Conclusion: links back to the introduction-Has a sweeping general statement closing thisCan have personal opinionIs not detailed

 

By doing this activity what are you starting to notice?

What do you really need to focus your thinking on?

High quality connectionsOur findings:

• Increased engagement in own and peer’s learning progress

•Motivation/Increased engagement in task of writing and reading - particularly those previously identified as reluctant.

•Authentic desire to use Success Criteria.

•Removal of cultural, social economic, gender, power plays, and sibling rivalry any other classroom prejudices and hierarchies that exist. Everyone has a buddy!

•Empowering for the individual because there is an element of privacy and personal pride (someone cares enough about me..).

•Emotional connection that motivates students to strive to achieve and ‘get it right’, to do their best because they really don’t want to let their buddy down or not show their personal best.

•Increased ability/willingness to reflect, analyse and improve.

•Deeper understanding of the LI

And when we do get together...

Priceless!!

How has your e-Buddy helped your learning?

By looking back at the FB/FF from

your buddy so that you can

do ‘it’ the next time.

By giving FB/FF. They

might see things that

you don’t see.

Every explanation he has given me good stuff

to change and think about and it’s made it a

better explanation.

She helped me with another point of view

and made sure it made sense so other people

can read it.

Listening closely to

your writing and making

you think about what you need to say in your

writing.

What do you think you need to do now to get better at writing

explanations?

To use better sentences. Not boring words and to

have new words that I am learning.

To have more relevant

information. To include different information, more

information and actually

‘explaining’ words.

How to extend my

explanation.

Name May June JulyShift in stages

1b   2b +3

2b   3d +4

  1c 2c +3

  1b 2d +4

1c   2c +3

1c   2d +2

    1b  

1b   2c +5

1d   3b +5

  1d 2c +4

2c   4b +4

3b   4c +5

2b   4b +6

2b   2c +2

2d   4b +5

3d   3c +2

And the results!

b=beginning d=developing c=consolidated

Did you like learning with your e-Buddy?

YES

100%yesWould you like to

continue?

YES

YESYES

YES

YES

YES

YES

YES

YES YES

Where to next?

Find a ‘real’ buddy and discuss:

•The potential benefits of this approach.•How this could work in your school, across your cluster schools.•Perceived challenges.•Anything else that has been triggered during this presentation.

Share back with group.