Refining my TAI (What, How, Why) - Focus on Design and Assessment for Learning

1. Design for Learning in mathematics involves creating a comprehensive plan or roadmap for teaching and learning mathematics. This design should consider the specific needs of the students and align with the NZC. 

I believe that mapping an effective maths program should include clear learning objectives, a scope and sequence, lesson plans and resources, PLDs for teachers, and monitoring student progress using formative and summative assessments.

2. Assessment for learning (AfL) is a critical aspect of teaching mathematics in primary schools. It involves a process of ongoing evaluation and feedback to help students understand:

• what they have learnt, 
• what they need to improve
• how to achieve their learning goals. 

In the context of mathematics, AfL is particularly important because it allows teachers to identify areas where students are struggling and tailor their teaching to meet individual needs.

I discussed my 2023 inquiry focus with a number of leaders and teachers at my school and was impressed by their responses. I'm ready to embark on a new challenge and thrilled to be doing so with the GTS collaborative team.

Evidence of Improving Teacher practice and Student achievement in Mathematics in GTS

In 2021 I analysed our school data in Maths and raised my concerns with the management. I was thrilled that my voice was heard! This initiative led to a school-wide collaborative inquiry into improving the teaching of mathematics. Last year, we took this inquiry to the next level. After reviewing school Maths Matrices, we focused on two powerful areas: teacher practice and student agency. That meant that we needed to give students both the option to make choices to direct their own learning and the information they needed to make strong choices. Interestingly enough, after unpacking Maths matrices with their students, our teachers began to use these Matrices for their planning. 

Thanks to Johanna's (DP at GTS) data analysis before and after this intervention, we can provide clear evidence of the positive impact of this collaborative approach. 

In her recent Staff presentation, Johanna shared: "The impact of AfL is obvious when you look back on historic ‘normal’ year which is on the left - numbers stayed this same in WB, B, At & Above and compare it to this year on the right where there is a definite shift due to the focus on Assessment for Learning.  Teachers have noticed a difference and students are more engaged.  We still need a lot of work in maths and this will continue in 2023"

I totally agree that collaborative efforts between teachers, school leaders, and students have a significant impact on improving teaching practices and student learning outcomes. 

My 2023 TAI focus

Thinking of my 2023 inquiry focus. I observed my team’s new Y3 students and discovered that about 90% of this cohort is working below and well below their expected levels in mathematics. Their PATs confirmed the data I collected during formative assessments. I believe that this is a result of previous years of disrupted learning.  The current Y3 students missed out on timely development of very crucial fundamental skills and knowledge as young students were very hard to reach and keep engaged during lockdowns and hybrid learning. When they returned to school, the main focus was on developing positive attitudes towards school and love of learning. 

PAT Y3 2023 Term 1 data

My 2021 inquiry led to our whole school's 2022-2023 inquiry focus. Evaluating my team’s “progress over time” T1 2022 - T1 2023 PAT data, I was excited to see good progress and not a significant summer drop for our last year's Y3-4 learners. This data proves that our collaborative team and school inquiry worked for this group of learners and I look forward to building on our 2022 achievements. *These students were also affected by the covid years.

Then I referred to another set of data available on Ed Potential for our school.

We can clearly see some great progress over the past years amongst Y4-6 students which confirms that our collaborative approach was effective. I think I will continue with my inquiry into improving teaching and learning of mathematics.

Some Cool Maths Activities to try with your class

In this post, I'd like to focus on some activities that develop number fluency without blind memorisation and drill. I often refer to Jo Boaler's article 'Fluency Without Fear: Research Evidence on the Best Ways to Learn Math Facts' to remind myself about the importance of engaging maths activities instead of boring memorisation. 

Here are some simple activities that develop number knowledge fluency and mathematical reasoning skills in a fun and engaging way. Kids LOVE them!

Game#1

Activity #2 - Low Floor High Ceiling

Activity #3 - Low Floor High Ceiling 

What is the tallest Robot Monster that you can make using one head, one body and one set of legs? 

What is the shortest one you can make using one head, one body and one set of legs?

How tall would the Robot Monster be that was made from the three bits left over after you had made the tallest and the shortest?

How many Robot Monsters which are all different heights can you make with the nine pieces (all with one head, one body and one set of legs)?https://nrich.maths.org/2404

Activity #4 - Maths language and communication, active learning

I am passionate about improving teacher practice to raise student achievement and engagement in Mathematics!

Recently, I was asked by a few teachers to describe some main elements of Effective Mathematics Instruction. I reflected on my teacher practice and classroom programme, referred to the literature and identified the following main components of Effective mathematics instruction:

• Developing positive norms: growth mindset, mistakes are great, productive struggle etc - developing positive mathematics learner identities.

• Systematic and explicit teaching of new concepts

• Use of different best-suited visual representations (manipulatives and/or digital tools)

• Developing mathematical discourse and reasoning (Number talk using Talk moves, problem-solving)

• Problem-solving in flexible learning environments: groups, mixed-ability, pairs or individual work 

• Teacher and peer feedback 

• Creating opportunities and allowing time for deliberate practice in order to develop students’ ability to transfer their knowledge and skills and be able to apply them in different contexts

• Student agency - teaching students to use choice boards and maths matrices to set up maths goals, self-reflect and practise

• Integrated maths activities, developing creativity in maths

This list might be overwhelming for some teachers, especially if they are at the beginning of their educational journey. Let's start with 3 steps:

1. I suggest beginning with establishing positive norms and developing positive mathematical identities. Why? Because your learners have to feel confident to make mistakes and learn from them - mistakes are part of maths! Here is a great website to teach your students about Growth Mindset: https://ideas.classdojo.com/b/growth-mindset

2. Plan at least 1 hour for learning Maths every day four or five times a week. Maths is better to learn in the 1st or 2nd block; however, you can still do some integrated activities in the afternoon (measurements, tesselations, etc)

3. Use various manipulatives and visual representations to teach mathematics. Use digital tools to make maths visual.

Remember, “The journey of a thousand miles begins with one step”. I wish you all the best on your teaching journey!