Burst in Bubbles 2021 - TAI 2021 Evaluation (Maths focus) - #23

Kia Ora, my 2021 inquiry started after collecting my first set of data, when I discovered that 61% of my learners were working well below their expected levels in Mathematics. 

During the profiling phase, I used student voice, formative and summative assessments, and referred to their historical data that revealed a widening gap in their achievements over the past years at school. Sadly, many of these students didn’t believe they could be good at Maths, some said that Maths was too hard for them. Interestingly enough, the same students enjoyed much better results in reading and writing.

So I decided to dig deeper into High leverage practices in mathematics to try to accelerate their learning.

We started by co-constructing positive norms, using Talk Moves and having ongoing conversations about the growth mindset. Soon,  most of my students began to feel more comfortable doing Maths.

During the planning stage of my inquiry, I looked at international results in maths and referred to research and practice of the most successful countries. I questioned myself, about what they’ve been doing differently from New Zealand and from our school.

I identified many differences but focused on the most crucial findings:

• They use well-designed maths programmes supported by textbooks or digital platforms, not depending on individual teachers’ planning
• They value explicit teaching, use of materials and deliberate practice in order to develop student’s ability to transfer their knowledge and skills
• They often revisit topics to build long-term memory and deepen understanding.

Reflecting on these, I restructured my maths programme to accommodate these best practices. For example, I now allow more time for deliberate practice with a gradual release of responsibilities. Another important skill that I’ve been explicitly teaching and practising with my learners is ‘translating’ word problems into maths equations. This definitely helped to improve their comprehension, critical thinking and problem-solving skills. The mid-year data showed some good progress of my learners and I’m now in the process of collecting term 4 data.

I also extended my inquiry across our school. Supported by the management, we had a staff meeting with a focus on maths data, content knowledge, progressions and understanding of assessments. We planned to have a school GLOSS and JAM moderation. Collectively, we reviewed school expectations for planning, use of resources and delivery of mathematics. I tried to support my colleagues by sharing my practice via class on-air and on my blog, by modelling maths lessons, helping with planning and resources and pedagogy behind them. At the beginning of the last lockdown, I curated and shared a collection of digital tools for online learning. 

I believe that the changes that I made this year in my own practice and initiated school-wide will have a great impact on our teachers and learners raising their confidence, engagement and achievements in maths. 

Due to Level 3 in Auckland, the Bursts and Bubbles were conducted online. Below is the video I recorded about my inquiry this year and how I have improved my own practice and supported my colleagues. This year wasn't a usual face-to-face teaching year but there was still some great data and evidence that came out of my inquiry.

Year 4 Maths PAT data - repeated measures - TAI #22

Yesterday, I administered a Year 4 Maths PAT. We started by talking about integrity when doing the test online. The cameras were on all the time with no creative backgrounds and no other people around them. We also had a conversation about how teachers use the test information in their planning. Practice makes perfect - that was our purpose for this test. I used filters to compare the results of the students who participated in Term 1 and Term 4 tests (comparing 'apples to apples'). 

I'm very proud of my students who have shown resilience, great engagement and love of learning during these lockdown times and kept improving their knowledge and skills despite the circumstances!

TAI - cognitive engagement and critical thinking during online learning - #21

It's been a rocky year with a lot of changes in practice due to the lockdown and adapting to prolonged online learning. 

During these times, I tried to continue to run a balanced programme for reading, writing and maths using high leverage practices and the Learn-Create-Share pedagogy. I was pleased with how students responded and participated during online learning.

I designed a number of integrated units using multimodal sites. I believe that this approach helped to differentiate during online learning but also raise students' confidence to participate and contribute. 

I continued with the main part of my TAI 2021 throughout the distance learning times - How will I change my practice to ensure my learners are cognitively engaged and develop their critical thinking skills across the curriculum - and can definitely say that my online learners deepened their critical thinking and stayed cognitively engaged during online learning. I recorded some Class onAir episodes and shared my resources to support these units.

TAI - Integrated learning during lockdown - #20

During remote learning, I continued to strengthen cross-curricular connections by designing a number of integrated learning units and multimodal sites to give my students multiple opportunities to learn-create and share. 

One of the units was "Mapping Our World'. My focus was on unpacking and front-loading math vocab and concepts and the use of digital tools to foster my students’ mathematical and spatial thinking. The students learnt how to understand and communicate directions, locations, proportional relationships and the connections between objects. During this unit, the students learnt to create their own simple maps (floor plans, local maps, Google MyMaps) and to use appropriate units and devices to measure length and distances.

This unit brought many learning areas under 'one big umbrella' and provided a real purpose for learning. To add fun and to test their map knowledge, we created a Kahoot quiz and played it at the end of the week. I believe that the entire unit was a success due to the authentic learning opportunities. We even enjoyed wider whanau engagement as some families worked together to create their whanau maps.

The "Mapping Our World" multimodal site, extended planning and reflection are available on the Class OnAir site - Elena Terekhina, episode 12.

TAI - Critical Thinking and Mixed-ability grouping in Reading - #19

Class on Air - Episode 9: Critical thinking and mixed-ability

The Learning Intention for this lesson was to think critically about the text and the topic; actively participate in a sense-making conversation by discussing different points of view, supporting our thinking by evidence from the text, other sources of information and our prior knowledge.

I often work with mixed-ability groups as I believe that holding high expectations for my learners and creating an equitable learning environment empower them to be successful. The way I structured the lesson encouraged a lot of discussions, but also argumentation and provocations.

TAI during Lockdown - Supporting other Teachers - #18

I was impressed with how our teachers took on board the latest PLDs and conversations about Maths in our classes and continued to improve their practice during the lockdown.

To support other teachers, I compiled and shared a number of digital resources. I keep getting positive feedback about this collection as it's easy to use for online learning at all levels. I hope you might find it useful too. 

Below is a number of great resources and online tools for teaching Maths in-class and especially online. Please feel free to contact me if you have any questions or need support.

Steve Wyborney's Blog - Numerous pptx like Splat, Subitising, Estimations, Cube conversations, Hundred Board etc

Learning at Home - weekly plans 

Place Value 3 digit number representation - interactive

Problem Solving - all levels and strands

Problems and solutions for students

Picture books with mathematical content - all NZC levels with activities. Most of the picture books can be found on youtube.

My TAI during Lockdown - #17

Do any of your intervention plans work via distance learning?

The work that has been done before lockdown proved to be successful and effective. The teachers got a better understanding of the importance of explicitly teaching maths with a big focus on number knowledge, place value and use of materials to illustrate the abstract maths concepts. 

I observed some of the video lessons that our teachers recorded during the lockdown and was pleased to see that the teachers took on board our maths PLDs and conversations and they are using physical and virtual materials to support their students' learning. 

I was thrilled to report such success to the management and the whole school staff. I truly believe that our pre-lockdown work empowered our teachers to be effective during distance learning. Well done team!

Self-evaluation for Improvement - Taking Actions - TAI#16

How do I prioritise taking action?  Now that I am clear on what problem or issue I am trying to solve, what do I need to do and why?

As explained earlier, my inquiry was extended to the whole school. I initiated a number of conversations with the school leaders and I'm pleased that I was heard. We collectively recognised that we have a problem and we decided to address it at the school level.

What has been done:

- set up the expectations about teaching maths using the right resources 

- organised a PD about using manipulatives and visuals to teach place value at different levels

- did an audit of the class resources, re-distributed them according to the levels and needs. I'm placing an order to top up our materials.

- modelled number talk using ten frames to a BT.

- published Class OnAir episodes about number talk and choral counting

How big is the change that I've initiated? 

I believe this is a big change and it will help improve not only my teaching practice but help other GTS teachers to make a difference in their students' outcomes in maths.

Collaborative Sense Making #15

In considering the collected data, both quantitative and qualitative and the conversations that I had with the school management,  I became confident that I had enough information to support other teachers in my school with their maths programmes.

Reflected on the data and our needs, we decided that Maths requires our urgent attention.  I was really excited to see the openness of my colleagues to learn, try new things and improve practice.

Now it's time to act!

Causal Chain #14

As identified during my Teacher profiling phase, I have to focus on two aspects: 

• my own practice - continue to refine my practice (mathematical discourse, the use of visualisation and materials and critical thinking in maths)
• supporting my colleagues to improve their understanding of maths progressions and the effective use of various manipulatives in their classroom programmes.

In my own teaching, I promote metacognitive strategy use (e.g. mental strategies in numeracy) by implementing Number talk, choral counting and problem-solving in maths that require a lot of thinking, and Integrated learning that allows my students to apply their new knowledge in real-life situations.

I continue to focus on critical thinking (across the curriculum, not just in maths) making sure that my programme includes a lot of questioning, information analysis, compare and contrast tasks, and Learn-Create-Share projects.

As a result of my consistent use of discourse and visual representations in maths, my students have shown progress in their learning that is supported by T2 data.

Supporting other GTS teachers - what’s been done so far:

Conversation with year 1/2 and 3/4 team about maths curriculum teaching

Ordered and distributed the books to support year 1-8 teachers - NZ Curriculum books and explained the connection to the NZ maths website for planning and teaching/learning

Organised a number of syndicates and school-wide PDs to develop a better understanding of manipulative for teaching various concepts.

Modelled a couple of maths lessons for a BT

Recorded and published four episodes of my own classroom maths lessons to support other teachers

Observation Feedback from the ALIM facilitator and Class onAir supervisor - #13

Over the past months, I had a number of observations.

Rebecca Bishop, our external ALiM facilitator observed my group session. The feedback was highly positive and specific. The main points were: Talk Moves, use of manipulatives to support students' understanding, gradual release, allowing for the productive struggle, making students realise their misconceptions by guided questioning, positive learning environment. 

I also published 4 episodes of my maths lessons on Manaiakalani Class OnAir and received feedback from Anne Sinclair:

'Great lesson Elena and very clearly students were engaged. I liked the way the students had a ‘go' at explaining their strategies and ’talked aloud’ their thinking. The lesson was well paced with spaces for students to contribute and their ideas be confirmed on the whiteboard. The focus on making them our real, everyday norm with ' tidy’ maths answers also helped with the understandings. Your reflection explained the source of their engagement - 'As all of the students were able to think-pair-share, repeat or revoice, add on and agree or disagree with the answers of their peers, I know that they were actively engaged and used their critical thinking’. It was great to see the balance between student and teach talk and time spent on the mat. You made a very relevant point of the importance and value of different ways students see mathematicsand the different pathways they create.'

'...You have a positive approach to teaching and learning and your understanding of the curriculum and engaging the students is evident.'

The coaching feedback was to support my team in implementing mathematical discourse and the use of manipulatives along with a deeper understanding of the learning progressions and acceleration strategies.

Repeated measures - Beginning and Mid-year Data #12

My focus was on unpacking and front-loading math vocab and the use of material/ visuals to improve my students’ mathematical thinking and deeper understanding of effective strategies.

We've been working on implementing and improving our class mathematical conversations and understanding of basic mathematical terminology.  Number talk and choral counting have been powerful practical tools that supported my students' mathematical reasoning along with the importance of being able to listen to others, understand the language and vocabulary, and be able to participate in a meaningful conversation about math. 

My second focus was the importance of using materials to support children’s mathematical thinking, reasoning and problem-solving. I tried to carefully select appropriate tools and representations to provide support and develop their number fluency and a deeper understanding of strategies.

The following group of students had historical data falling behind their expected levels and performing at well-below levels. With the focus on mathematical discourse and using manipulatives, they have shown great progress during this short period!

The repeated measures: GLOSS/ JAM/ Basic facts and class observations.

Forming my Hypothesis - High Leverage Practices and Mathematical Discourse - #11

The review of the evidence-based research literature (please refer to my previous posts) made me reflect on my own teaching practice and think about what can I do to improve my learners' outcomes across the curriculum with a closer focus on Maths.

My hypothesis is that the high leverage practices and mathematical discourse can improve students' critical, cognitive and metacognitive thinking, develop their key competencies, maths knowledge and skills, and contribute to their better achievements across the curriculum.

 

Learning from Literature on Discourse - #10

One of the leading resources for discourse is Classroom Discussions: Using Math Talk to Help Students Learn (Chapin, O’Connor, and Anderson 2009).  

This resource and others highlight five teaching practices associated with improving the quality of discourse in the classroom.

Five Teaching Practices for Improving the Quality of Discourse in Mathematics Classrooms

1) Talk moves that engage students in discourse,

2) The art of questioning,

3) Using student thinking to propel discussions,

4) Setting up a supportive environment, and

5) Orchestrating the discourse. 

The research shows that problem-solving, reasoning and proof, communication, connections, and representation–can be seen in action in a discourse-rich mathematics community as students interact, question one another and convey their understanding. 

Many educators and researchers think that classroom talk has the power to improve both students’ learning and ability to reason. Another benefit to 

When the talk is used intensively in classes, students may get a richer sense of what words and phrases mean and of when to use them. Their control of complex grammar also improves, in speaking and in reading. 

Over time, talk improves students’ social skills and ability to be patient and cooperative with others.

There are some limitations and it is not a "magic wand' that can solve all the problems; however, it is definitely a great tool that should be utilized in our classrooms.

Professional Reading to form a Hypothesis - #9

Principles to Actions: Ensuring Mathematical Success for All 

by National Council of Teachers of Mathematics, February 1, 2024 

Eight High-Leverage Instructional Practices

• Establish mathematics goals to focus learning

• Implement tasks that promote reasoning and problem solving

• Use and connect mathematical representations

• Facilitate meaningful mathematical discourse

• Pose purposeful questions

• Build procedural fluency from conceptual understanding

• Support productive struggle in learning mathematics

• Elicit and use evidence of student thinking

This read was unpacking specific teaching practices, that are essential for high-quality mathematics education for all students.

Reflecting on my teaching practice and learning from the article, I confirmed that implementing Talk Moves, Number Talk and Problem solving are powerful tools of an effective maths programme. Another example of the HLP is a balance of group and mixed ability teaching in various learning situations.

This read resonated with my belief in the importance to explicitly focus on developing a Growth mindset and changing students' negative beliefs about 'being bad in maths' and developing critical thinking and achievement across the curriculum.

Literature Review: Quality Teaching for Diverse Students - #8

I've been looking for a good read about quality teaching and the best evidence-based and proven practices in New Zealand and came across the following report:

Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis 

by Adrienne Alton-Lee (2003)

(‘This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand. It aims to contribute to an ongoing evidence-based discourse amongst policymakers, educators and researchers.’)

It was an interesting read as it confirmed my thinking in a way that ‘quality teaching can optimise outcomes for diverse learners across the curriculum, and throughout Schooling.’ 

The research identified some practical areas of how to improve the quality of teaching that can be summarised and aligned with the High-Leverage Practices that Manaiakalani schools have been focusing on.

I decided to benchmark my teaching practice against some of the research-based characteristics of quality teaching to reflect on and identify areas for improvement.

Quality teaching promotes learning orientations and student self-regulation

- I use student voice to allow my student to take ownership of their learning and create student-driven content.

Teaching promotes metacognitive strategy use (e.g. mental strategies in numeracy) by all students.

- I use Number talk, choral counting and problem-solving in maths that require a lot of thinking, and Integrated learning that allows my students to apply their new knowledge in real-life situations.

Teaching scaffolds reciprocal or alternating tuakana teina roles in student groups, or interactive work.

- I use mixed ability groups and drama to provide opportunities for tuakana teina learning.

Teaching promotes sustained thoughtfulness (e.g. through questioning approaches, wait-time, and the provision of opportunities for application and invention).

- I use Talk Moves across the curriculum.

Teaching promotes critical thinking.

- My programme includes a lot of questioning, information analysis, compare and contrast tasks, and Learn-Create-Share projects.

Teaching makes transparent to students the links between strategic effort and accomplishment. - Just a recent example. My students worked on a play. I recorded their first attempt, then we watched it and discussed how we could improve their performance. The students came up with great ideas and continued to work on their play. Finally, we recorded it again and evaluated it. My students were very proud of their effort and the result.

It was a good exercise as this will help me continue to refine my own practice and support my team in their teaching journey.

Professional reading for Hypothesis Generation - #7

My inquiry is targeting progress not only in mathematics;
however, my class and school data show a strong need to address this issue.
Why the majority of our students are underachieving in maths, what can be done differently? 

To help me generate a hypothesis about aspects of teaching that might contribute to current patterns of learning, I referred to a number of professional reading and had a conversation with a cognition maths facilitator Rebecca Bishop.

#1  Ambitious mathematics for young Pacific learners

This video episode is one of the Developing Mathematical Inquiry Communities lessons that I keep referring to.

The pedagogy is consistent with the findings of best evidence syntheses. The lesson shows the main components of the structured maths programme: a teacher-directed Launch, moves into Group Work followed by each group Sharing Back with the whole class. 

I try to implement all of these elements in my class maths programme too and found that it is very difficult to have a whole-class launch or Number Talk with my class as I have learners at Stage 5 and Stage 1-2. So I have to split the class into groups during the explicit teacher teaching time. For problem-solving, I often use Low floor - High ceiling problems so my students could participate and develop their confidence and creativity in maths.

Three Measures to Evaluate Progress - #6

TAI WFRC: Discuss THREE measures you could use pre- and post- to compare students’ learning before and after your intervention. 

To measure my students' progress and knowledge, I plan to use both formative and summative assessments with a bigger emphasis on formative assessment strategies. I believe this will help improve teaching and learning simultaneously. I aim to actively encourage them to be cognitively engaged and take ownership of their learning.

Three types of standardized maths tests - assessments:

PAT

GLOSS/JAM

LPF

Surely, along with the standardized tests, I'll be using formative assessments (observations, student voice, conferencing, number talk and problem solving - tasks that require students to use skills or apply ideas, etc) to evaluate my students' progress.

How to Raise Student Achievement? Q+A episode

I really enjoyed watching last Sunday’s Q + A, from TVNZ on Demand, https://www.tvnz.co.nz/shows/q-and-a/episodes/s2021-e11  as earlier this year I posed the same question for my own inquiry. Although I focus on developing critical thinking and cognitive engagement across the curriculum, my biggest focus this year is on Maths.

It was very interesting to listen to different points of view and confirm my own understanding of current problems in maths teaching in NZ. I think I am lucky enough because I have insight into different international educational systems as I came from the European part of Russia, and I'm also familiar with other European educational systems.

I truly believe that some NZ teachers don't have enough content knowledge in maths. Some of my colleagues don't feel comfortable teaching maths as they are not 'fluent' in it.  Some classes don't have a structured programme because teachers don't really understand maths progressions and pedagogy. I observed lessons when students were asked to solve equations and they struggled to do so simply because the numbers were abstract to them, those students had to use material instead. 

I agree with Prof Bobby Hunter who emphasised the importance of a balanced programme (direct instructions, practice and problem-solving (=create part). A few years ago, we went through a maths PLD that promoted problem-solving. It was very confusing as the kids had to solve problems using various strategies and we were supposed to discuss those strategies in a group. The explicit teaching and scaffolding were missing and I questioned that. However, that PLD introduced the Talk Moves that I implement in all subject areas.

Since that moment, I reflected on my previous international and NZ teaching and learning experiences, and decided to take the best parts that proved to be working well across all the subject areas: 

• direct teaching of new concepts, 
• practice - application of new learning
• use of materials, hands-on
• learning conversations (strategies, creativity in maths)
• problem-solving 
• acceleration vs filling gaps
• integrated learning - purpose!!!

My hypothesis is that designing a well-balanced purposeful classroom programme based on the above High-Leveraged practices will help develop my students' critical thinking and cognitive engagement and improve their outcomes in maths and other learning areas.

Hands Up if You Think that You Are a Good Mathematician... - #5

In my first Class OnAir episode, I asked my students to raise their hands up if they think that they are good mathematicians... only 3 hands went up. It showed me that the students didn't have a positive attitude towards maths and didn't believe in themselves.

I also collected student voice - disposition data and discovered that all of my underachieving students had rather negative beliefs about themselves as mathematicians. It was a strong signal to start building up their confidence by talking about Growth Mindset and implementing Talk Moves to support the positive norms in maths class.

I believe that the positive learning classroom culture goes beyond the ‘classroom treaty’ created in the first week of school. The positive norms in maths class needed to be constructed together so that students know what is expected of them and for them to have the tools to respond to and meet those expectations.

I want my students to work collaboratively and engage in mathematical discussions by sharing and explaining their thinking and reflecting on the thinking of others. To achieve this we have ongoing discussions around how we work together and what is important to become better mathematicians.

I believe that my students have now started to value productive struggle and they are now keen to participate in our Number Talks as they aren't afraid to take risks and make mistakes.

What, Why and How of my TAI 2021 - #4

WHAT aspect of my professional practice do I want to grow my capability in?

• Balance of DATs, 
• Talk Moves and Positive Norms for learning  - Class Treaty that is used throughout the year, not just a beginning of the year activity), 
• Integrated curriculum - LCS projects as multiple opportunities to develop students' critical thinking skills and boost cognitive engagement.

WHY is this important to me and my School or Centre?

• Targets set up in our School Charter
• A strong need to accelerate our learners and improve student achievements
• Student engagement to foster their love of learning

WHAT do I want to achieve for my learners? 

Create a learning environment where all learners are engaged in purposeful learning,  use their critical thinking skills, achieve well in all curriculum areas with a big focus on Maths and enjoy learning

How will I achieve my goals? 

• Implement Talk Moves, Number Talk and Problem solving
• Explicitly focus on developing a Growth mindset and changing their negative beliefs about 'being bad in maths'
• Participate in COL and ALIM networks to improve our student engagement, critical thinking and achievement across the curriculum.
• Continue to differentiate and plan for learning/ teaching using school Matrixes, WALTs and the NZC
• Collaborate with my colleagues by presenting during the TOD and publishing my Class OnAir episodes to share and reflect on my practice and to seek feedback to improve it.

Manaiakalani Teacher Only Day Presentation

At the end of Term 1, Ko te Kāhui Ako o Manaiakalani had a Teacher Only Day with a focus on effective pedagogy in Reading. We had a fantastic presentation by Dr Rae Si'ilata who briefly reminded us about the High-leverage practices.  Then she talked about culturally responsive pedagogy, her own experiences as a learner, and focused on effective bilingual/biliteracy practice for Pasifika learners in our schools.

During the day, teachers attended three other workshops to learn from our Manaiakalani colleagues - educators that know our tamariki, know our community, know our successes and challenges.  

I was privileged to present and share some aspects of my practice around Shared Reading and Integrated Learning. The feedback that I got from my colleagues and their enthusiasm during the workshop was very rewarding; Some of my colleagues said that I gave them ideas and strategies that they would like to implement into their practice in Term 2. 

The two workshops that I attended were full of practical ideas and resources. I look forward to using my new learning in Term 2. 

I think it was a great day to learn from each other, give and receive feedback and reflect on my own practice! 

Manaiakalani TOD website

Data Collection and Analysis - #3

Data reveals serious historical issues that require to be addressed. Data screams for urgent actions!

Over 60% of my class are operating at the well-below and below the expected levels in both Reading and Maths. I traced back some of my students' data and found that for the past 2-3 years they always were well-below or below without showing an acceleration in any of the preceding years. As I'm still to finalise my target group for my inquiry, I consider narrowing my focus down and planning my inquiry around shifting these students' achievements in maths. 

                                                 

 

At this point of my inquiry, I feel a bit nervous but also excited as I have to come up with something different from their previous learning experiences, reflect on my own practice and extend my teaching approaches and tools to accelerate these historically underachieving students.

Teaching Inquiry 2021 - #2

As the beginning of 2021 was interrupted by a couple of lockdowns, I haven't got a complete assessment set of data yet. However, I didn't want to waste our precious learning time and started with what was available: I analysed the last EYO data, did selective Running records and formative assessments to help identify my new targets.

This year I plan to focus on the implementation of High Leverage Practices across the curriculum with a spotlight on critical thinking and cognitive engagement. As the majority of my current class are operating below and well below the expected levels, I believe that they require a lot of explicit instructional teaching along with engaging authentic learning experiences. 

Finding the right balance of teaching approaches,  engaging tools and the effective use of formative assessments to accelerate my students’ learning and develop them as enthusiastic learners and critical thinkers should become a focus of my TAI 2021.

Thinking of the Focus for my 2021 Inquiry - #1

Earlier this year, we had a WFRC presentation about our 2020 cluster achievement data and current needs. Professor Rebecca Jesson unpacked multiple ‘layers’ of information and data that have informed ‘what we need to focus on and improve next’ for Manaiakalani. While our cluster and school Writing data has continued to show accelerated progress over the past years, we haven't achieved the same results in Reding and Maths. 

Looking at my 2021 class data and individual students' needs, I feel the strong urge to accelerate my students' learning in all areas of the curriculum. As Professor R Jesson emphasized in her presentation, students learn better when they have a goal or a real purpose to learn, create and share. Based on my own experience, I completely agree with her professional judgement.

My previous inquiries proved the effectiveness of connected learning, and I think that I should continue developing my deeper understanding and effective implementation of the integrated curriculum, especially it will be interesting to test with my diverse learners. 

PLD: Normalising Te Ao Māori in an English Medium Setting by Brenda McPherson

 If I was to summarise the key things I took away from this Professional Development what would they be and why?

Tokenism vs Normalisation of Te Ao Māori in NZ schools

Understand and recognise the unique status of Tangata Whenua in Aotearoa, NZ,

Understand and acknowledge the histories, heritages, languages and cultures of partners in the Tiriti of Waitangi

How has this professional development challenged my thinking?

Using Te Reo in class - what to do to create a new norm and why it's important.

My personal deeper understanding of NZ history and what 'being culturally responsive' means and delivering relevant content.

What aspects of my practice would I consider changing as a result of this professional development and why?

As a result of Brenda's PD sessions, I deeper understand and see more value in normalising the cultural kete. With a big focus on Identity, Acceptance and Belonging, I continue to intentionally implement the culturally responsive pedagogy by:

• using Māori and other language phrases in class (examples: daily greetings, playing games using Maori phrases)
• doing Karakia
• As a Y3/4 syndicate, we went to Taurere (Mt Taylor) to experience our connections to local places. After that, we created our individual written and visual PepehaI have high expectations for my Maori and other Pasifika learners
• We sing Waiata daily (we now have a bank of Māori waiata)
• Class Displays - Pepeha, cultural Art, Aspects of the Treaty of Waitangi and its relation to our life in Rm 9 (Class Treaty)
• A deeper understanding of the Treaty of Waitangi and NZ history by playing the Game of Land Trade and presenting our learning and thoughts at the school assembly.
• Learning about NZ endemic animals, learning their proper Maori names and their meanings.
• Connecting with my students' whanau and supporting them with learning and well-being (lockdowns, family situations, connecting them with a social worker, korero and talanoa time - not just set up by the school but ongoing)  

Reflecting on my 2020 Inquiry

Looking back at my TAI 2020, I must admit that it was a bumpy year for my teaching and learning. In this post, I'd like to reflect on my professional learning through my last year inquiry cycle.

The challenges that the pandemic and lockdowns forced educators through revealed the strong need for a drastic pedagogical shift. Like many other teachers, I had to act fast and extend my repertoire of pedagogical strategies and tools in order to meet my teaching intentions for children’s learning. 

The inquiry process that I followed was well pre-planned and led by the Manaiakalani leaders and the Woolf Fisher Research Centre (WFRC).  However, I felt the strong urge to act faster, especially during some of the inquiry stages, e.g. collecting initial data, profiling my students and making a hypothesis. 

I found our COL meetings, especially Talanoa group times, quite useful. Such conversations helped me get connected with my COL colleagues and learn about their inquiries, challenges and successes. Professional reading was also a great part of my TAI as it supported me to make informed decisions when designing and trialling my intervention. 

What worked really well and is supported by evidence:

- introducing blogging to my young Y2-3 learners and actively using their and class blogs to share our learning, learn from others and express their opinions or give feedback.

- actively listening to student voice and appreciating their learner identities when planning activities and topics.

-  the gradual release of responsibility

- purpose behind each and every learning task!

Please refer to this blog post for more details.

I believe that all of the changes that I had to make during my TAI 2020 led to my students' successes and great progress.  I would rate the changes for my learners as highly positive, evident and measurable. The evidence for my rating is supported by the EOY data both in reading and writing along with huge improvements in their key competencies, growth mindset and achievements. 

I believe in the spiral nature of TAI and I'm ready to take my last year's professional learning to my new TAI 2021 journey.