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.