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.