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!