Professional reading for Hypothesis Generation - #7

My inquiry is targeting progress not only in mathematics;
however, my class and school data show a strong need to address this issue.
Why the majority of our students are underachieving in maths, what can be done differently? 

To help me generate a hypothesis about aspects of teaching that might contribute to current patterns of learning, I referred to a number of professional reading and had a conversation with a cognition maths facilitator Rebecca Bishop.

#1  Ambitious mathematics for young Pacific learners

This video episode is one of the Developing Mathematical Inquiry Communities lessons that I keep referring to.

The pedagogy is consistent with the findings of best evidence syntheses. The lesson shows the main components of the structured maths programme: a teacher-directed Launch, moves into Group Work followed by each group Sharing Back with the whole class. 

I try to implement all of these elements in my class maths programme too and found that it is very difficult to have a whole-class launch or Number Talk with my class as I have learners at Stage 5 and Stage 1-2. So I have to split the class into groups during the explicit teacher teaching time. For problem-solving, I often use Low floor - High ceiling problems so my students could participate and develop their confidence and creativity in maths.

Three Measures to Evaluate Progress - #6

TAI WFRC: Discuss THREE measures you could use pre- and post- to compare students’ learning before and after your intervention. 

To measure my students' progress and knowledge, I plan to use both formative and summative assessments with a bigger emphasis on formative assessment strategies. I believe this will help improve teaching and learning simultaneously. I aim to actively encourage them to be cognitively engaged and take ownership of their learning.

Three types of standardized maths tests - assessments:

PAT

GLOSS/JAM

LPF

Surely, along with the standardized tests, I'll be using formative assessments (observations, student voice, conferencing, number talk and problem solving - tasks that require students to use skills or apply ideas, etc) to evaluate my students' progress.

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.

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.

What, Why and How of my TAI 2021 - #4

WHAT aspect of my professional practice do I want to grow my capability in?

• Balance of DATs, 
• Talk Moves and Positive Norms for learning  - Class Treaty that is used throughout the year, not just a beginning of the year activity), 
• Integrated curriculum - LCS projects as multiple opportunities to develop students' critical thinking skills and boost cognitive engagement.

WHY is this important to me and my School or Centre?

• Targets set up in our School Charter
• A strong need to accelerate our learners and improve student achievements
• Student engagement to foster their love of learning

WHAT do I want to achieve for my learners? 

Create a learning environment where all learners are engaged in purposeful learning,  use their critical thinking skills, achieve well in all curriculum areas with a big focus on Maths and enjoy learning

How will I achieve my goals? 

• Implement Talk Moves, Number Talk and Problem solving
• Explicitly focus on developing a Growth mindset and changing their negative beliefs about 'being bad in maths'
• Participate in COL and ALIM networks to improve our student engagement, critical thinking and achievement across the curriculum.
• Continue to differentiate and plan for learning/ teaching using school Matrixes, WALTs and the NZC
• Collaborate with my colleagues by presenting during the TOD and publishing my Class OnAir episodes to share and reflect on my practice and to seek feedback to improve it.

Manaiakalani Teacher Only Day Presentation

At the end of Term 1, Ko te Kāhui Ako o Manaiakalani had a Teacher Only Day with a focus on effective pedagogy in Reading. We had a fantastic presentation by Dr Rae Si'ilata who briefly reminded us about the High-leverage practices.  Then she talked about culturally responsive pedagogy, her own experiences as a learner, and focused on effective bilingual/biliteracy practice for Pasifika learners in our schools.

During the day, teachers attended three other workshops to learn from our Manaiakalani colleagues - educators that know our tamariki, know our community, know our successes and challenges.  

I was privileged to present and share some aspects of my practice around Shared Reading and Integrated Learning. The feedback that I got from my colleagues and their enthusiasm during the workshop was very rewarding; Some of my colleagues said that I gave them ideas and strategies that they would like to implement into their practice in Term 2. 

The two workshops that I attended were full of practical ideas and resources. I look forward to using my new learning in Term 2. 

I think it was a great day to learn from each other, give and receive feedback and reflect on my own practice! 

Manaiakalani TOD website

Data Collection and Analysis - #3

Data reveals serious historical issues that require to be addressed. Data screams for urgent actions!

Over 60% of my class are operating at the well-below and below the expected levels in both Reading and Maths. I traced back some of my students' data and found that for the past 2-3 years they always were well-below or below without showing an acceleration in any of the preceding years. As I'm still to finalise my target group for my inquiry, I consider narrowing my focus down and planning my inquiry around shifting these students' achievements in maths. 

                                                 

 

At this point of my inquiry, I feel a bit nervous but also excited as I have to come up with something different from their previous learning experiences, reflect on my own practice and extend my teaching approaches and tools to accelerate these historically underachieving students.