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Monday, 14 August 2017

Teaching As Inquiry 2017: what have I noticed?

Today we each shared our latest Teaching as Inquiry wonderings and reflections within collaborative groups. It was empowering to listen to Pt England's CoL teachers provide an insight into their hypotheses, hunches and thinking as part of Collaborative Inquiry Meeting #5.

Such sharing has gifted me the knowledge that I face many of the same teaching and learning challenges and opportunities in Maths as other teachers at Pt England - and that all opportunities to collaborate further to unpack and explore would benefit all of our learners. 

It particularly resonated when Rob Wiseman commented that students do not always demonstrate that they have fully understood a new concept or strategy when completing follow-up tasks independently. When learning strategies to solve number problems within levelled ability groupings, I have also noticed that students are mostly able to explain clearly how they have used an efficient strategy to solve a particular problem. They are able to do this using materials and appropriate language based on our learning intention and seem ready to move off and complete follow-up tasks independently. However, their full grasp of the strategy is not always evident in their completed follow-up tasks.

How can I do my best to provide students opportunities to create their own meaning in order to enhance their mathematical understandings? 

1. Create rewindable opportunities for learning.
Dorothy Burt recently shared her wisdom that creativity empowers learning with Pt England staff. A next step for my inquiry and my target learners is to plan for them to be creative, to make their own meaning using a SISOMO approach to explaining their problem-solving strategy and mathematical thinking. My hunch is that the benefits will be twofold. Those learners creating a screencast or video will affirm their own mathematical thinking. Their peers will have access to authentic rewindable resources to support learning any time, any place, anywhere.

I have created a first Maths tutorial, explaining subtraction by breaking up a number, as a starting point for such creativity to empower learning:



2. Teaching and learning using rich, worthwhile Maths tasks.
At our most recent Maths PD session with Jo Knox, she gave us practical advice about integrating Number and Strand in a fun and collaborative way using the NZ Maths unit, Giant Mystery. As well as planning opportunities for creativity, it is time for a rethink about the types of learning tasks used for teaching and learning within my Maths groups. By providing groups of learners with rich, open-ended tasks in a collaborative setting, will they be able to make their own meaning and retain those conceptual understandings? To begin to answer this question, I will need to reflect upon how I organise my Maths groupings and the flow of a typical Maths session.

Wednesday, 2 August 2017

"Do your best!" says Ned

At a special assembly yesterday we were entertained by the NED show, a programme championing character education:


As well as being a positive mantra containing valuable messages for all our learners, I believe these messages are pertinent for me as a teacher too.  Am I doing my best?  Do I encourage learners to try their best?

We are halfway through our school year and it is time to reflect on the cycle of teaching and learning in Room 9, with particular reference to my Maths target learners.  My seven target learners have made mixed progress during the first half of the year.  Do I continue to focus on these learners?  Based on what I know now (after six months of building relationships, knowledge of my learners and knowledge of their learning), do I need to adjust my group of target learners to try my best to make a difference for others?

Looking at my Maths class overall, there are 33 learners: 9 are working towards the National Standard expected at the end of Year 5; and 24 are working well below the National Standard expected at the end of Year 5.  I have reorganised my Maths groups to accommodate individual learner needs based on achievement during Terms 1 and 2.  Coincidentally, within these new groupings, the social dynamics have changed and there is early evidence that learners are becoming confident to communicate with and learn alongside a range of other learners.

So, where does this leave my target learners?  Who are my priorities if I am trying to accelerate the achievement of 33 learners so that they are closer to working at National Standard at the end of Year 5?  After much pondering and wondering, I have identified those nine students who are currently working towards National Standard at the end of Year 5 as my target learners for the remainder of the year.  My reasoning: by attacking and filling identified learning gaps, building number knowledge and explicitly teaching strategies to solve multiplication and proportion/ratio problems, can these target learners move closer to working at National Standard by the end of Year 5?  As these nine learners form one Maths group, my next step is to identify their learning gaps, particularly in Geometry & Measurement and Statistics, to support them as a group to become well-rounded and confident Year 5 mathematicians.

In order for me to do my best with focus and persistence, I think it’s time to go and buy a NED yo-yo!

Monday, 29 May 2017

Creativity Empowers Learning

The wonderful Dorothy Burt shared her expertise with Pt England staff today to remind us how students are empowered and their learning enhanced through planned opportunities for creativity. 

 


She was emphatic that "create" is not completing a writing task that forms part of "learn". Creativity is about learners using sight, sound and motion (SISOMO) to embed and share their understandings about what they are learning or have learnt. In novel ways to suit the task, students are thus able to show that they are "creators of content, not merely consumers". It was remarkable viewing how learners at Pt England have been given multiple opportunities to create such novel content over many years.

Sunday, 21 May 2017

Flipping Fantastic!



It was inspiring connecting with other educators at GEGNZ Auckland's annual SparkShop yesterday: How are educators flipping the classroom? How does Google classroom support this? What opportunities to use VR in the classroom? So much learning through play with Google cardboard and Youtube 360!

Monday, 3 April 2017

Teaching As Inquiry 2017: Term 1 Reflection



A term into my inquiry for 2017, my thinking and reflections about this inquiry are presented here as planning for teaching and learning in Maths during Term 2 commences.

Saturday, 18 March 2017

Creating a personalised homepage
























Following some wise words from Matt Goodwin at a weekly Team 4 @ PES meeting, I had some fun creating a personalised homepage to learn a little more about using HTML within Google Sites and to make my day-to-day digital life so much more efficient.

Friday, 24 February 2017

Teaching As Inquiry 2017: An introduction



In order for young people to become confident, connected, actively-involved lifelong learners, every child needs a positive attitude and growth mindset towards Maths and their own ability to solve everyday Maths problems by manipulating numbers.

During 2017, I am inquiring into how I can make use of small group teaching and learning during Maths to accelerate student achievement in Maths.  A target group of learners who were below or well below National Standard in Mathematics at the end of 2016 have been selected for this purpose.  Within this context, how will I organise learning experiences and follow-up activities to support the acquisition of number knowledge and use of different strategies by these learners so that they are able to begin solving problems demonstrating part-whole and multiplicative thinking?

Saturday, 18 February 2017

Spark-MIT 2016: Reading over the summer holidays


As our new school year has begun with students heading into new learning in new environments, some questions remained about the reading habits and opportunities over the summer break for Room 10 @ Ruapotaka 2016 for my Spark-MIT inquiry.  How much reading was undertaken over the holidays? Did students participate in the Summer Learning Journey?  What levels of engagement were evident?  What has been the impact on reading achievement?  How were whānau engaged in supporting reading over the summer?

By December 2016, 15 learners remained in Room 10’s control group for this inquiry. Of these, four actively participated in Manaiakalani’s holiday blogging programme, the Summer Learning Journey: two learners published 20 posts each; one learner shared 18 posts; and the fourth student published seven posts.  Three of these learners had access to the internet and a digital device at home while one learner visited the public library to complete all blogging activities.  It should be noted that there were barriers to student participation in the Summer Learning Journey as all student chromebooks were kept at school over the summer.  Also, anecdotal evidence from students suggests that a number of families and whānau who actively support their children’s learning do not permit them to visit public libraries in the area to use the computer facilities for blogging or reading as they are viewed in a negative light.

On returning to Ruapotaka in February 2017, the Room 10 2016 control group was reduced further to 10: three students had moved to other schools and two students remained on holiday in Week 2 2017.  Three of these five students were active bloggers on the Summer Learning Journey but were not available for reading assessments.

Of the students assessed in February 2017, Student A’s reading level increased by six months between November 2016 and February 2017. He was an active participant in the Summer Learning Journey and engaged with digital texts at home online throughout the summer.  He made accelerated gains in reading between November 2015 and November 2016 and these were extended to a reading age of 10.5-11.5 during the 2017 summer holiday.

Student B’s whānau values reading and there is a collection of books to read at home. Student B read these “a couple of times a week” during the holidays but had no access to the internet or a digital device, nor was he allowed to go to the library.  Student B reads above his chronological age and maintained his reading age of 11-12 from November 2016 to February 2017.

Three students read books occasionally over the summer, either at home or at the library, and the reading age of all three declined by six months between November 2016 and February 2017.

Two further students did no reading at all over the summer holiday and it was determined that their reading age dropped by 12 months between November 2016 and February 2017.

To conclude, all students who engaged with reading over the summer, whether in digital or book form, whether they maintained their reading age or experienced some summer drop-off, were curious and self-motivated learners who enjoy reading, whatever their reading ability.  Significantly, those who were summer readers all received some level of support or positive encouragement from whānau.