Colloquial Language vs The Language of Maths

The learners are now becoming more familiar, excited and engaged with problem solving tasks in Maths. They are also becoming more confident in sharing their ideas and strategies with the class. Asking questions to gain clarity is consistently being worked on with learners asking more 'Why' and 'How' questions.
The next step I had planned was to introduce a 'What if we' and a 'Could we' into the sharing session in order for learners to think deeper about strategies being used and deepen the level of understanding of the big ideas around Maths. I have however changed course slightly as I am beginning to wonder if, when and how to transition learners into using more mathematical vocabulary when explaining their ideas and strategies. My fear is that all the fantastic shift in attitude, and improved communication will suffer. I would need to do more research with regards to how best to implement this shift and whether this shift in use of vocabulary is necessary at this stage. Currently the learners are communicating effectively and having their voices heard by their peers. The big question is:

Would the introduction of more mathematical language change the tone of the problem to one that is more impersonal and thus loose the interest of the learners.

Research:

NZ MATHS LINK

Best Evidence Synthesis Iteration By Glenda Anthony and Margaret Walshaw.

Teacher Tools

In Maths we have been focussing on our known fact knowledge and how to use this as a strategy to solve problems. I have used the Teacher tools digital tools and transferred them onto the Explain Everything app for the ipads, using the exact wording and context given. I measured the engagement level, level of talk and ability to solve the problems by observing the learners in action. All the students were engaged and completed the tasks.

I then used the same problem but changed the wording of the problem.  The context was changed to appeal to the learners based on what I knew about them. I again measured the engagement level, level of talk and ability to solve the problem through observation. The learners were now not only engaged in the task but excited to complete the task. I also included an element of create. The tasks had to be completed in order to solve a mystery eg. which picture was the principals favourite, what ice- cream did the teacher bring to school today. The children then had to create their own problem with a mystery when the answer was correct. Other students, including the teacher then had an opportunity to solve the problem and answer the mystery.

In conclusion I now have learners asking for mystery problem solving tasks.

Maths Intensive week

In week 4 the school had a Maths Intensive Week. All learners in Room 1 thoroughly enjoyed this week. Each day the learners were given a new challenge to complete and time was given for sharing and asking of questions. The same format of agreeing or disagreeing with a reason was used. I also introduced ... How do you know your answer is right? I have a question about....

It was interesting to note that as partners were working together solving the windows in our street problem how they communicated freely with each other. Learners were also actively engaged and keen to ask questions and comment on others work at the feedback session. The question I now have is how much influence does the problem and task have on the oral language used when sharing as 'talk' was greatly increased and evident with the making our own street problem.

Maths Programme with knowledge and strategy.

Ove the past few weeks great emphasis has been put on strategy and problem solving with learners talking about their learning. I was however concerned that I was not doing enough 'Perfect Practise, reinforcing of knowledge, quick recall and expanding basic math knowledge that could assist learners with solving problems. I thus decided to once again make a change to my Math Programme. This time I incorporated a 20 minute session focussed on knowledge. I started with 5 minute slots of quick bursts of knowledge i.e.

5 min - counting to 100
            counting back from 100
            identify the number
I used the 1000's boards and we filled in numbers as a class. We also threw a sift ball around the class saying the next number.

5 min - shapes song
          - name the shape
We sang a shape song on the t.v. from youtube. for name the shape I would either say a shape and learners had to form the shape using their body or with a group, or I would hold up a shape and they would shout out the name and 1 attribute.

5 min - teen and ty
I would write a number on the board and they would shout out the name. They then had to give me a a reason e.g. 10 + 4 = 14, before 15, 1 ten and 4 ones.

5 min - quick recall facts to 5, facts with 5
I would write answers on the board and have 2 children at  a time compete. I would say the equation and they would slap the correct answer.

All the learners thoroughly enjoyed these 20 min sessions. On day 1 I would assist learners who had found a particular 5 minute session tricky or introduce a new knowledge concept to half the class. Day 2 would see me working with a different set of learners ensuring that over the 2 days the whole class had an opportunity to complete the problem. On day 3 we would share how we solved the problem and discuss the various strategies in depth. Learners then had a chance to try a different method to solve the problem on Day 4 and share what they have discovered or learnt.

Agree or Disagree

The learners are growing in confidence when sharing their ideas, strategies and thinking. The next step in our learning was to allow the class to agree or disagree with our statements and explain why using the word 'BECAUSE'.  We are also attempting to form questions so that others can gain better understanding or get clarification on a strategy or answer.
To implement this I asked learners to show whether they agree with a strategy or answer using thumbs up or thumbs down. Many learners were hesitant to agree or disagree as they felt it had an impact on whether they had friends at playtime or not. To try and reassure the class, we did a few role plays to show how this should look. I hope that with time it would improve but there is still an underlying reluctance by some to agree or disagree. In complete contrast there are a few learners who disagree just because they can and are unable to give a valid reason for their disagreement.

Although we have been attempting to disagree or agree using the word because since the start of term 3 it has not been easy to achieve. This will have to continue to be a work in progress. We are able to however show, using thumbs up or down whether we agree with the answer or not but saying why we decided that has been based on what they saw others showing. Many still find it difficult or are reluctant to say why they agree or disagree. I am wandering whether a lack of confidence in known math knowledge is prohibiting the learners from stating facts incase they are wrong. Perhaps a focus on knowledge and lots of Teacher modelling will help us overcome this stumbling block.

Changes in Math Attitude

Today I spoke to the learners about how they feel about Maths after the changes. They readily shared what they are enjoying doing now.

The learners also readily shared how they wanted to continue to learn and do maths in the class.

This is an excellent result thus far. I have discovered that the learners enjoy talking and sharing their ideas both digitally and on the whiteboard. I do however need to continue to engage a few and dispel the misconception that only 'brainy' children know the answers. We need to create a safe environment for all to willingly and openly share on a regular basis. 

Ideas from the learners

I decided to ask the learners how they felt about the changes we have made in the way we do Maths. Below are their responses.

I then asked what made them feel this way.

We discussed that when we learn new things they are hard but the more we do it the easier it gets. We also came up with ways we can show we need help, we don't understand and we are thinking so that we do not disturb someones thought process.

Undoing the learnt

A major stumbling block I have encountered is that learners believe that they need to get all the answers correct and that they must accept what is being said to them. I need to 'unteach this" and show learners that the learning is actually through getting things wrong and then talking about it, unpacking it to see what has happened. The other stumbling block is getting the children to talk and friendly argue their point or ideas. I felt I need to tackle this one at a time. I started with modelling this myself by getting answers wrong and explaining to the class how I got the answer. Often the learners laughed and tried helping me to get the right answer. I would then say - So I have learnt that I cannot do......but should rather do this......is that right? Can I try again? Am I on the right track this time?


                           

                               This is the visual I have put in the class to help us remember:
                                                Getting it wrong will help us get it right.

DMIC Maths

Last year I had the privilege of completing a series of workshops on DMIC Maths run by Bobbie Hunter at Weymouth School. One of the standouts for me was making the learning fun and authentic to the learners. The other must do was tapping into the learners cultural identity and wealth of knowledge using the big ideas in maths. Sessions were also run in mixed ability groups with 1/2 of the class at a time. I decided to test this theory and see if the learners responded to the change in the programme.

Learner involvement went from approximately half the class being actively involved to the entire class participating.

Learner attitude went from 46% of learners enjoying maths to 96% enjoying working with a partner and doing practical math problem solving.

Analysing the data

On completion of assessment week I carefully analysed the data of all my learners in Reading, Writing and Maths.  I proceeded to add the findings to wedge graphs because when doing this specifically in Reading last year, I found it easy to track and it helped me monitor progress and shift. The wedge graphs also made me think in more detail about the strengths of the learners, what I was doing to assist them and what the prohibitors could be. 

My data showed that accelerated shift was sorely needed in Maths across all areas and I thus decided to make this my priority for my Inquiry focus this year. My achievement challenge is therefore : Lift the achievement in maths for all students years 1-13. Achievement Challenge 6.

Yolanda Soryl Phonics

Yesterday we attended the Yolanda Soryl Phonics PD at the Kohia Center. The focus was around how phonics was 1 searchlight learners could use to help them in Reading and Writing.  I particularly like the quote: 

The most effective early reading programmes...

...have these characteristics:

- systematic explicit phonics instruction

- large amounts of oral reading with quality feedback

- word level practice to develop fluency

"Taken overall the research on reading suggest that what is required during the first three years is a balanced reading programme in which some time each day is spent on grapheme/word level analysis, word meanings (vocabulary building), prose reading and fluency building."

Church, J. (2005)Accelerating Reading development in Low Achieving children:

A Review of Research.Christchurch:University of Canterbury, p22

What I have learnt form yesterday: 

That phonics is a one way I can explicitly help learners make a connection to literacy. 

Assist with the transfer of knowledge by clearly and often showing and talking about the links between phonics and reading and writing and how we make them.

Data Analysis and Spiral of Inquiry

Last week we had Nadine Sorrenson at our staff meeting to talk about using the expertise within our school and starting with the end in mind.  This made me think firstly about where I wanted to go with my own inquiry and also how I am assisting the junior team, as a leader, to focus in on their own Inquiry. I therefore invited Robyn Anderson, our in school COL leader, to join us for our team meeting. We decided that our focus this term will be on:

1) Gathering the evidence 

2) Analysing the data        

3) Identify the trends         

4) Research ideas. 
     

Robyn has been invited to join us for future meetings as we work collaboratively to accelerate learning.  I have also had a closer look at Robyns Spiral of Inquiry and how she carefully analysed the data and what questions she asked. I have learnt that there is so much power in having collegial discussions and it is fantastic that we are able to tap into the expertise we have within our school. I will be using this model to analyse my own data in order to have a clear idea of who and where my learners are at in their learning and how they want to learn. 

Robyn Anderson blog  

Spiral of Inquiry

Professional development with Nadine Sorenson focussed on Teacher agency and its link to the Teacher Spiral of Inquiry.

Some thought provoking questions were asked i.e.

Do I know how to get my learners to the expectation?

Where I would like them by the end of the year.? Start (Using the Data) with the end in mind …..

Am I using the expertise within the school ? (Team meetings as well as across syndicates to help with ideas i.e collaboration.)

What tools am I using to monitor and track the learning?  

Do I have a sense of urgency? - we make a judgement early in T4.

If we stagger the learning across the terms will I achieve the results I want?

Teacher Agency   

What am I doing and what was the impact?

Did I notice, recognise, and respond.  (I notice something, I recognise it as…. My response based on learner response.)

Have I allowed for multiple opportunities to practice in differentiated ways?

So much to consider and think about. On reflection I think it is imperative to have someone who has started this journey and who has the insight to come and share with myself and the junior team. I realise that if I find this to be a daunting task, our 2 new beginning teachers will as well if not more so. I do think that I consider these things all the time because that is what we do as teachers but, writing about it and unpacking it so that others understand will definitely be new learning. The next step would be to invite Robyn Anderson to a team meeting to help us gain even more clarification and help us get started.

Manaiakalani School Leaders PLG

Kiri and I attended the Manaiakalani School Leaders PLG this morning. A great morning sharing our data and looking at our school narrative relating to our data. A time to unpack and delve deeper into what is happening in our school and our next steps.

We also had the opportunity to listen to Jannie van Hees and her thoughts, ideas and practical ways to accelerate language acquisition. I am looking forward to implementing some of these in my classroom practice and hearing more ways to promote an Abundance of Language.

WFR Feedback

It is always a privilege to get feedback from DR Rebecca Jensen and reflect on our cluster data. It was also fantastic to see the junior school data and discuss trends, challenges and the way forward with teachers from other schools that were seated around us.

Manaiakalani Class on Air

I am excited to be a part of this group of teachers who are willing to share our classroom practice with the world. We are the 2018 Manaiakalani Google Class on Air Educators. With the help of Anne Sinclair and Matt Goodwin we invite you to journey into our classrooms as we work to accelerate learning, share our pedagogy and put Learn, Create, Share into action. Today we started our collaboration by discussing our achievement challenges and goals. I am really looking forward to this journey.

Knowing your learners

Thanks to our RTLB facilitators who joined us for teacher only day today and helped us understand that in order to understand behaviour, we need to know and understand our learners.

Manaiakalani Digital Immersion Orientation Day.

It was fantastic to connect to new teachers joining our schools in the Manaiakalani Cluster. The room was a buzz with teaches collaborating to ensure our teaching is visible and easily accessible for our learners and whanau. Thanks to Dorothy and Fiona for always willing to lend a hand and sharing their knowledge.