Optimising Maths Programme: a comprehensive Weekly and Daily Planning Approach.

As we're approaching the end of term 3, I'd like to share my team's innovative weekly and daily planning format, designed to make our maths program transparent to all stakeholders: teachers, relievers, students and whanau. Through collaborative efforts with my team, we've refined our approach to create engaging learning experiences that are visible, accessible, rewindable, practical and efficient. Explore our format, complete with built-in formative assessments and easily accessible teaching and  learning resources. Our planning promotes academic growth while enhancing teacher capability and subject knowledge, nurturing student agency and strengthening connections with whanau.

The structure of the weekly and daily planning has been working well for our year 3-6 classes. Students are seen twice a week with a flow of purposeful activities to practice new concepts and maintain their maths knowledge.

Built-in assessments. Using ARBS, ixl.com (but it can be any math program, including StudyLadder, Splash Maths, etc), book tasks and Figure Me Out activities, teachers are collecting rich evidence of student progress and identifying their next steps - built-in formative assessment for learning.

This structure also allows for visible, accessible and rewindable learning. From my own experience, the students who were absent from school used this planning to continue learning and work on the same topics as the students at school. I only had to do a couple of quick workshops to support them when they returned.

Revision and review. This planning helps to review and revisit the topics when students are working independently on their own maths goals (self-reflection and teacher feedback)

Reliever-friendly. Relievers were also able to pick up this plan and continue to teach according to the weekly plan with limited learning interruptions.

Whanau feedback is also positive. Parents have commented that they know exactly what the kids are learning, and, according to some parents, this format has helped them better understand their child's math education (which was an interesting comment).

Planning explained:

Causal Chain - Improving Teacher Practice and Student Outcomes in Mathematics

I've thought through my Causal Chain to identify the specifics of my inquiry and gain a deeper understanding of how I've been supporting teachers and improving student achievement. 

I'm very excited to be part of the Manaiakalani Maths design group. It's been amazing to experience the team's passionate commitment, deep knowledge and inspiring energy. I eagerly anticipate our continued collaboration and the transformation of our ideas into a practical PLD led by the research team - the PLD  that will truly make a difference for our teachers and learners. 

Using Choice Boards and Subject Matrices to Boost Student Engagement across the Curriculum

In Term 3, my team looked at the ways to transform the way we learn, offer new experiences and create new opportunities for our students to boost their engagement and improve their learning outcomes. 

As GTS has been exploring the role of student agency, we decided to use our new (or refreshed) learning in our classes and introduced Maths matrices and Choice boards in literacy and maths.

When we take students through the curriculum without involving them, we act as learner managers instead of learner empowerers and we miss the opportunity to let students find their own way.  That's why we tried to involve our students by getting their input on how they’d like to demonstrate what they’ve learned. For example, students work with their buddies to practise one of the areas to achieve what's required. Sharing with them what exactly they need to do in order to move up the levels (or stages) showed us a simple way to channel students' learning. Young people are highly competitive and goal-driven. We enjoyed watching them choosing not just a busy activity during their independent learning time but something that will help them achieve their desired goals.   

John Hattie, author and educational researcher of influences and effect sizes related to student achievement, states student efficacy has a .92 effect size on student learning (Visibile Learning 2019). Student efficacy is the understanding that pupils believe they can achieve a complex goal or outcome.

Targeting student agency, we planned and allowed for student involvement in the creation of our choice boards  - this helped increase their ownership and follow-through.

Student Agency Readings - LCS and the integrated curriculum

Student inquiry is a teacher-supported process that provides a structure for students to learn through the process of inquiring into questions they develop themselves about a topic or concept. There are various models of student inquiry and I reviewed and reflected on a number of different models.

Interesting Points

The LCS approach to learning is based on the belief that students are powerful learners who must be actively engaged in the process of investigating, processing, organising, synthesising, refining and extending their knowledge within a topic. They also are able to work collaboratively and develop their key competencies while working on their LCS projects.

Teachers have to provide a clear structure and share their expectations of student learning. To make this process purposeful and enjoyable, teachers have to put a lot of effort into planning and collecting student voice.

Another interesting point that resonated with my view of the LCS process is the use of an integrated curriculum. Such an approach gives students a real purpose for learning and provides real-life experiences which in order help students see the world as a complex system rather than a number of separated topics. "The coherence principle states that “the curriculum offers all students a broad education that makes links within and across learning areas”

(Ministry of Education, 2007, p. 9, emphasis added)

The LCS (or inquiry) learning supports the development of students' critical thinking.

Concerns I have from within the reading

From my own experience, I know that LCS requires a high level of organisation, flexibility and negotiation skills to challenge the range of diverse learners. It requires a lot of careful planning and structured delivery. LCS can be messy and noisy due to the students' enthusiasm and drive.

My concern is mostly about inquiry learning in the ILE. Teachers have to be on the same page with their expectations and standards and have a high level of trust between them and learners.

New learning from this reading

It was interesting to read about different models and approaches to inquiry learning. Different schools and teachers use different models that suit them, their beliefs and their learners. It was great to see various rubrics for teachers to measure the quality of inquiry learning and outcomes. We used some of these ideas when working on the Team Kea LCS model.

What excites and enthuses me from this reading?

I personally love the integrated learning and LCS approach as I see these as great opportunities for students to learn in an authentic context, not to mention their enthusiasm and motivation! I believe that the LCS approach takes students beyond what they already know and supports the development of important lifelong skills and key competencies.

Reflection

The more knowledge we have about inquiry learning, the better our common understanding of all aspects of LCS becomes. I actually was excited to see that my team's understandings of the LCS process are pretty similar. I believe this is a result of our close teamwork and collaboration.

Thinking about my learners, I believe that during inquiry learning, peer learning becomes as effective as teacher-led learning. Some meaningful “aha!” moments often come in authentic interactions with other students. Sometimes, during the LCS projects, the class transforms into a space where everyone can try different roles: a teacher, a facilitator, a leader, an IT guru etc and has something to share! Inquiry-based learning triggers students' critical thinking and problem-solving capacities and pushes them to take action instead of learning passively.

It was great to have these readings done before and during our work on the Team Kea LCS model as we kept referring to different ideas and models and synthesized them into our own pilot LCS model that we are excited to implement in term 4.

Readings:

http://pjsibpyp.weebly.com/uploads/1/1/2/3/11231090/inquirymurdochwilson.pdf

http://pjsibpyp.weebly.com/uploads/1/1/2/3/11231090/kath_murdochs_inquiry_model.pdf  This has awesome components for students to know what they should be doing / working through that you can add to Learn, Create, Share

https://www.nzcer.org.nz/system/files/set2012_3_015.pdf  This reading is more of an academic read, but gives great information.

Causal Chain TAI 2022

As identified during my Teacher profiling phase, I decided to focus on improving student achievement and engagement through teacher collaboration.

My own practice - continue to refine my practice (For example, in maths - daily number talk, the use of visualisation and materials, developing fluency and confidence in maths as opposed to memorisation, and practical application of their knowledge.

In my team, we reflected on our collaboration and mid-year results. Have you managed to lift our students' engagement and achievement due to the change we've implemented in our planning? The short answer is yes; however, we developed a shared understanding of our next steps: bring student agency on board and refine our programme. 

School-wide. Support my colleagues to improve their understanding of maths progressions and the effective use of various manipulatives in their classroom programmes by sharing some resources, reviewing school maths matrices, and actively participating and contributing during staff meetings.

Teacher Collaboration will lead to improving Teacher Practice - already visible from our T1-2 work

Collaborative planning - deepens Teachers' subject and pedagogical knowledge - students benefit from consistency/ balanced programme/ content, that in order leads to their increased motivation, engagement and better achievements.

We will employ Student Agency to help students take ownership of their learning: link content to their passions and interests.  When Students set personal goals, the learning becomes theirs. This sense of ownership leads to increased motivation and achievement. We will use the School Matrices with the learners.  ----- Team teachers move from being the deliverer of curriculum to being the co-constructors and experienced learners.

Collaborative teachers reflect on their own practice and are open to colleagues' feedback developing and improving their metacognition and key competencies. At the same time, they model and promote collaboration, metacognition, and personal agency to their learners. 

I believe that this chain will lead to increased teacher and student agency, collaboration, engagement, achievement and success for all syndicate members. 

Plan and conduct a detailed inquiry

Plan and conduct a detailed inquiry into specific aspects of your current teaching that are relevant to the hypotheses you identified in the literature.  

Reality: The latest research is out. In math and reading, students are behind where they would be after a normal year, with the most vulnerable students showing the steepest drops, according to two new reports from the consulting firm McKinsey & Company and the NWEA, a nonprofit organization that provides academic assessments. The students did not just stall early on; the setbacks accumulated over time — and continued even after many students had returned to the classroom this year. Perhaps even more troubling, the students who were most affected by the crisis were already behind their peers before the pandemic, and the added losses have pushed them further back.

What can we do to bring back and retain more students at school and develop (or sometimes ignite) their love of learning? Teachers have to collaborate to address all these needs and use our strengths to engage our tamariki along with accelerating their learning. Covid affected everyone! That's why I believe that teacher collaboration is an extremely powerful approach that can be used to not just benefit our students but support teachers' well-being too.

For teacher collaboration to be effective, we (teachers) should want to participate rather than feel like we must. Like any other skill, collaboration can be improved upon with practice. This is my and, hopefully, my team's experience and reflection on the past two terms of our collaborative work. I look forward to continuing to improve our team's practice to maximise our tamariki successes in all areas of school life and support them to become life-long motivated learners. He waka eke noa!

The focus and plan of my inquiry into teacher and student collaboration to improve learning outcomes and well-being.

• Continue to  develop and refine our shared vision and goals, team culture
• Continue to refine and reflect on our collaborative planning and creation of shared resources
• Create a habit of frequent and consistent team data analysis (formative and summative) to reflect on best practices and plan the next steps.
• Continue to develop trust and positive professional relationships. Like any relationship, collaborative teams take time to build and have the potential to increase in strength and productivity over time. 
• Collaboratively advance our professional knowledge, skills, and beliefs about student learning. 
• Model positive collaborative behaviour to our learners.

Team Collaboration to improve the efficiency and well-being of my team.

I believe that achieving effective collaboration with my colleagues improves the efficiency and well-being of my team. As I shared earlier in this blog, I see my team's collaboration not as a task to complete and then move on. Collaboration is an ongoing process that involves a lot of sharing, experimenting, designing, reflecting, etc.  I noticed that when we are team-planning and co-teaching, we develop and establish shared trust, values, goals and improve our team's systems.

TKI - Collaborative Teaching

Active collaboration is particularly important for creating a growth-based learning environment and for increasing student learning progress. Research shows that teachers who work together and learn from each other are more successful in improving student outcomes than those who work alone.

Through growth to achievement: Report of the review to achieve educational excellence in Australian schools , (March 2018)

Key benefits of teacher collaboration include:

• a sense of "all being in it together"
• having a critical friend to support you
• trying new things and getting feedback from students and colleagues on their impact
• being part of an ongoing process of reflection.
• a shift of thinking from “me” to “we” and from “my learners” to “our learners”.

We already see the shift in our thinking and approach to Team Kea's planning, teaching and learning.

For example, collaborative planning provides opportunities for us to improve our content knowledge of the NZC and receive/ give feedback on our next steps and professional achievements.

As we move towards moving to ILE, we will continue to develop our personal and team successful collaboration skills by actively participating in PLDs, reading professional literature, visiting different ILE schools and reflecting on our own practice and experiences.

Developing Team Trust during Team Teaching

"Active collaboration is particularly important for creating a growth-based learning environment and for increasing student learning progress. Research shows that teachers who work together and learn from each other are more successful in improving student outcomes than those who work alone." Through growth to achievement: Report of the review to achieve educational excellence in Australian schools, (March 2018)

I completely agree that working together helps to learn from each other in a seamless and practical way, right there at the right moment in time and this makes this learning more successful. What I've noticed is that team teaching also improves trust among the teachers. 

Another important aspect that team teaching brings to the plate is reflecting on the lesson plan. You are not planning just for yourself, you're planning for the team and this adds more responsibility and effort that each team member puts into their planning and... delivery. 

We noticed that our learners benefit from our collaborative teaching because we take collective responsibility for all learners, and we are consistent in our curriculum and experience delivery across the syndicate. We also observed that we (team teachers) model skills of collaboration to our learners.

Refining my Inquiry Focus - Team Collaboration and Student Engagement

Over the past 2 months, my Team and I experienced many changes in our teaching approach and pedagogy. I would say, that we naturally started to collaborate in order to address new challenges of hybrid learning and the transition of students returning back to school after lockdowns and isolations. 

As a team, we are heading into a new era of collaborative planning, teaching and learning, and it looks and feels exciting. During my TAI, I want to understand how collaboration can support and better our classroom practice and also our professional well-being. We are at the beginning of our collaborative journey as we have to develop a common understanding of what effective collaboration looks like.

Does Teacher Collaboration improve student achievement and their learning experiences?

Does Teacher Collaboration improve the team's professional well-being?

I read an extract of an article about 'the outcomes of four Australian schools' efforts to promote greater collaboration between teachers in each school by Bruce Johnson: Teacher collaboration: good for some, not so good for others', and found it very interesting. 

"Collaborative ways of working helped most teachers feel better about themselves and their work and provided them with opportunities to learn from each other. However, a minority of teachers were negative about the new teaming arrangements claiming that the changes had led to an increase in their workloads, a loss of professional autonomy, and the emergence of damaging competition between teams for resources, recognition and power."

I definitely want to develop an effective team that is happy to collaborate without experiencing any of the above-stated negative situations. We already addressed the issue of the extra workload by having our daily and weekly reflections on our planning and teaching and developing a model of team planning that is clear for everyone and can be recycled over the next terms and years. We found out that having the planning schedule helped us scaffold our understanding of the NZC and learning progressions.

Hybrid Learning - Creating Inspirational Learning Environments

This year educators faced a number of challenges, including students' poor attendance due to covid, low academic levels of some students as a result of their inconsistent approach to learning during lockdowns,  and general issues with re-engaging when they are back at school.

First, I decided to focus on making learning fun, engaging and inspirational to my team: both students and team members. My perception of the initial step in forming my inquiry was in line with Russell's question: 'How do I have present, happy, healthy and engaged tauira (both students and teachers) who are learning in the Goldilocks Zone?'

I believe that you’ve already heard about the Goldilocks Zone but think it's still worth clarifying its definition. Theo Dawson: 'It’s the range in which a learning task is just challenging enough to support optimal learning by stimulating interest and triggering the dopamine-opioid cycle—the brain’s natural motivational cycle. The brains of babies and young children are wired to learn in the Goldilocks Zone, but formal education often disrupts the dopamine-opioid cycle. As a consequence, many (perhaps most) older children, adolescents, and adults must rediscover the Goldilocks Zone if they want to learn optimally from everyday experience.' 

So, we needed some fun to improve our tamariki learning experiences, hook them up and motivate them to be present and engaged. Magic and collaboration formed my response to the situation: as a team, we dived into the world of magical learning and teaching. We’ve been busy designing our magic wands, using them and sharing our creative stories. It looks like we managed to sprinkle some magic over other students as this definitely improved their attendance and engagement.

The results were rewarding:

• students' engagement was very high - including the students who worked from home and participated in our activities via Google meets.
• improved reading and writing outcomes
• creating a positive and collaborative learning environment
• improving and taking my team's collaboration (teachers) to the next level
• increased attendance!

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.

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!

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

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.

Boys in Literacy - Professional Development with Marshall Diggs

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

Marshall's inspiring presentation was aiming to empower teachers to understand boys as learners and equip them with skills and strategies to enable boys to achieve and succeed in literacy and in their learning in general. As we know every child is different but boys do learn differently to girls, and it was great to listen to his ideas and reflect on my own practice. These are some of the points I found most interesting:

• Being CLEAR means being KIND to the boys
• Competition gets them excited
• Boys learn best with short and sharp exercises (active games, PE breaks, brain breaks, etc)
• Who are their male role models? Do they see men writing for fun?
• Are there spaces where boys like to learn?
• What topics do they prefer to read about? What will engage them?
• Be firm, fair and fun
• How much talking is happening in a lesson? More reading/writing, less talking (teacher talk)
• Relationships with our students is a priority
• Learning is more important than the result
• Align the curriculum with the child and put the child at the centre.

How has this professional development challenged my thinking?

I haven't changed my thinking, this PLD just confirmed that the use of the LCS pedagogy helps empower my male students to succeed in their learning. This year, I was impressed by the enthusiasm and engagement shown by the boys during our LCS projects. I'm very glad that I managed to involve more junior syndicate teachers in our LCS projects and see our boys' growing engagement and love of learning!

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

There are some pretty amazing things happening in our school but we can always be reflective and look at ways of improving. My plan is to have this conversation during our next team meeting and develop a plan to support our male learners:

• introduce short breaks and include them in our daily planning: 

- Word association game (president = Trump, Fruit = orange etc.)
- Give a fist pump to 4 people/elbow bump, touch 4 walls, find 4 green objects, etc
- Ninja punctuation activity: Capital letters - fist pump, Full stops - turn, Comma - twist,     Number - signal, Paragraph - yee hah
- Summary (in 3 words). Turn to your buddy and tell him/her what are you going to do this holiday? Then the buddy has to summarise in 3 words. Other students are to guess:-)
- Catch hand/finger game (activate both hemispheres of the brain - brain exercises)
- Word scrabble: how many words can you make from this one word (give time frame).

• Literacy - inspiring topics: Factual/ Competition/ Humour/ Survival/ Conflict/ Adventure
• Shared reading - big books - align with their interest and our LCS Term 4 plan
• S. Cameron and L.Dempsey activities
• LCS project - our learners have to be active participants
• Art - collect student voice! Differentiation.
• Maths - problem-solving and hands-on learning vs drilling
• Inclusiveness - identity and connections 
• Digital curriculum and digital tools to support boys' learning/ engagement

Using Kahoot for instructional practices and formative assessments

Game-based learning is considered one of the most effective teaching practices.  Research and empirical data support game learning because it engages students in problem-solving and critical thinking while building up their content knowledge. 

Today, I’d like to talk about using Kahoot in my practice! I believe that Kahoot not only helps create a fun virtual learning environment but also motivates and stimulates the learning process. 

Every morning, I use my Class site and the Seesaw blog to introduce daily activities. Students have to work at their own pace due to various reasons (different age, levels, abilities, internet access, family arrangements, etc). However, after introducing Kahoot games as part of our Google Meets, more students began to join in on a regular basis and the amount of completed daily tasks escalated. 

Playing Kahoot with junior students looks different from games played with older children. I use Kahoot games not just for doing formative assessments (without students knowing it) but as opportunities to use various DATs depending on the situation and questions. There will be more explicit teaching when we play a new topic Kahoot for the first time, then, during the subsequent games, I gradually release my control and let students rely on their knowledge and skills.

For example, my class has been working on place value and symmetry this week. 

The first Kahoot game revealed their understanding of both areas:

Every day this week we played ‘the same’ Kahoot quiz, however, it was not exactly the same game as I kept changing the actual numbers and pictures for the questions. For example, the question stayed the same: How many tens are in this number? But each day I included a different number and its representation giving my students an opportunity to think and apply their knowledge rather than memorising the previous answers. I also assign related tasks on Seesaw and provide my learners with ongoing timely feedback on their completed tasks. 

4 days later, my students played this Kahoot with the following results, the number of engaged learners has also increased:

The report for each student and his/her answers for each question is also available in the Kahoot report section. This report helps to differentiate and design individual or groups tasks to improve student understanding. I always share the reports with my learners after the game and I discovered that they find it valuable. Even if they don’t come first, my students are reassured that their knowledge is growing along with their confidence.

I think Kahoot fosters student cognitive engagement, motivation and critical thinking. The analysis of data collected during Kahoot games provides the opportunity to identify areas of weaknesses and strengths and helps to inform my teaching in order to improve student achievement.