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.