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.

Forming my Hypothesis - High Leverage Practices and Mathematical Discourse - #11

The review of the evidence-based research literature (please refer to my previous posts) made me reflect on my own teaching practice and think about what can I do to improve my learners' outcomes across the curriculum with a closer focus on Maths.

My hypothesis is that the high leverage practices and mathematical discourse can improve students' critical, cognitive and metacognitive thinking, develop their key competencies, maths knowledge and skills, and contribute to their better achievements across the curriculum.

 

Learning from Literature on Discourse - #10

One of the leading resources for discourse is Classroom Discussions: Using Math Talk to Help Students Learn (Chapin, O’Connor, and Anderson 2009).  

This resource and others highlight five teaching practices associated with improving the quality of discourse in the classroom.

Five Teaching Practices for Improving the Quality of Discourse in Mathematics Classrooms

1) Talk moves that engage students in discourse,

2) The art of questioning,

3) Using student thinking to propel discussions,

4) Setting up a supportive environment, and

5) Orchestrating the discourse. 

The research shows that problem-solving, reasoning and proof, communication, connections, and representation–can be seen in action in a discourse-rich mathematics community as students interact, question one another and convey their understanding. 

Many educators and researchers think that classroom talk has the power to improve both students’ learning and ability to reason. Another benefit to 

When the talk is used intensively in classes, students may get a richer sense of what words and phrases mean and of when to use them. Their control of complex grammar also improves, in speaking and in reading. 

Over time, talk improves students’ social skills and ability to be patient and cooperative with others.

There are some limitations and it is not a "magic wand' that can solve all the problems; however, it is definitely a great tool that should be utilized in our classrooms.

Professional Reading to form a Hypothesis - #9

Principles to Actions: Ensuring Mathematical Success for All 

by National Council of Teachers of Mathematics, February 1, 2024 

Eight High-Leverage Instructional Practices

• Establish mathematics goals to focus learning

• Implement tasks that promote reasoning and problem solving

• Use and connect mathematical representations

• Facilitate meaningful mathematical discourse

• Pose purposeful questions

• Build procedural fluency from conceptual understanding

• Support productive struggle in learning mathematics

• Elicit and use evidence of student thinking

This read was unpacking specific teaching practices, that are essential for high-quality mathematics education for all students.

Reflecting on my teaching practice and learning from the article, I confirmed that implementing Talk Moves, Number Talk and Problem solving are powerful tools of an effective maths programme. Another example of the HLP is a balance of group and mixed ability teaching in various learning situations.

This read resonated with my belief in the importance to explicitly focus on developing a Growth mindset and changing students' negative beliefs about 'being bad in maths' and developing critical thinking and achievement across the curriculum.

Literature Review: Quality Teaching for Diverse Students - #8

I've been looking for a good read about quality teaching and the best evidence-based and proven practices in New Zealand and came across the following report:

Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis 

by Adrienne Alton-Lee (2003)

(‘This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand. It aims to contribute to an ongoing evidence-based discourse amongst policymakers, educators and researchers.’)

It was an interesting read as it confirmed my thinking in a way that ‘quality teaching can optimise outcomes for diverse learners across the curriculum, and throughout Schooling.’ 

The research identified some practical areas of how to improve the quality of teaching that can be summarised and aligned with the High-Leverage Practices that Manaiakalani schools have been focusing on.

I decided to benchmark my teaching practice against some of the research-based characteristics of quality teaching to reflect on and identify areas for improvement.

Quality teaching promotes learning orientations and student self-regulation

- I use student voice to allow my student to take ownership of their learning and create student-driven content.

Teaching promotes metacognitive strategy use (e.g. mental strategies in numeracy) by all students.

- I use 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.

Teaching scaffolds reciprocal or alternating tuakana teina roles in student groups, or interactive work.

- I use mixed ability groups and drama to provide opportunities for tuakana teina learning.

Teaching promotes sustained thoughtfulness (e.g. through questioning approaches, wait-time, and the provision of opportunities for application and invention).

- I use Talk Moves across the curriculum.

Teaching promotes critical thinking.

- My programme includes a lot of questioning, information analysis, compare and contrast tasks, and Learn-Create-Share projects.

Teaching makes transparent to students the links between strategic effort and accomplishment. - Just a recent example. My students worked on a play. I recorded their first attempt, then we watched it and discussed how we could improve their performance. The students came up with great ideas and continued to work on their play. Finally, we recorded it again and evaluated it. My students were very proud of their effort and the result.

It was a good exercise as this will help me continue to refine my own practice and support my team in their teaching journey.