What is the current situation/problem?
My year 9 learners find it a challenge to apply basic grammar such as punctuation, spelling, effective use of sentences and capital letters.
School Goals relating to this issue:
Objective 1: Challenge and support all learners to give of their best and achieve their best in their learning and the other areas that they pursue.
Objective 6: Further integrate eLearning into our curriculum in order to enhance the achievement of learning.
Objective 16: Ensure that self-review becomes part of the culture of the College.
My intervention will be…
I was introduced to the Education Perfect programme late in term 2 and was very impressed with what it has to offer. I can set tasks such as sentences and the programme will teach the different sentence types and then test learners. There are different levels to work through and even a game that the learners can play on completion of each level. I can monitor learners to see if they are completing the learning or not; see statistics and who is struggling. The best thing is that I don’t have to mark it which frees me up to work alongside learners or plan lessons to cover any holes in their learning.
The first time that I used Education Perfect the response was extremely positive. I initially planned to use it for the first 15 mins of each lesson but the class didn’t want to stop! They worked on sentences for a whole lesson and we agreed to use it for a whole period once a week.
I wanted to find out whether using this programme would improve their writing skills. I compared an earlier piece of creative writing with formal writing completed in term 3 to see whether there was any improvement in the accuracy of spelling, punctuation and general use of grammar.
Some of the issues found in Creative Writing were:
- Lack of capital letters
- Run on sentences
- Lack of proofreading
To help with these issues I set Education Perfect tasks on:
- Capital letters
- Proper nouns
What happened and how do I know?
After completing the Education Perfect tasks and developing their formal writing, learners were assessed on the criteria of ideas, structure, language/style and accuracy. I was interested in accuracy and was able to break the formal writing marking into categories so that I could see this particular result.
Part way through the year our department adopted the use of Doctopus and Goobrics which allowed us to categorise the marking of formal writing into the 4 areas. Unfortunately, I didn’t have separate categories marked for the creative writing as we weren’t using these tools at the time.
- NA = 6
- A = 7
- M = 2
- E = 3
- DNS = 3
- NA = 7
- A = 7
- M = 7
- E = 4
- New learners = 4
What does this data tell me, and what should I do next?
There are 4 new learners in the class so this could account for the slightly larger number of NAs and the same number of As. I am pleased to see an increase in the number of Ms and Es! I also had a bigger hand in rate with the Formal Writing which could indicate a growing confidence in writing. This shows me that learners have benefitted from the use of Education Perfect and our decision to use it with all juniors next year is justified.
Next year we will use Doctopus and Goobric for all of our Common Assessments so I will have more data to work with and may look at another aspect of writing to target and improve with Education Perfect.