Digital teaching tips & tricks, ideas, examples, and general thoughts and reflections. Follow my Inquiry.

Saturday, 18 November 2017

Testing - Class OnAir

#ClassOnAir
Throughout the year I will be updating my Manaiakalani Google Class OnAir site with links to my planning, resources, reflections, videos of my teaching, and links to the learners work on their blogs. There are 7 Manaiakalani teachers from various schools and levels for you to check out. It's 21st century window into our classrooms. 
Check out the whole ClassOnAir site here.

Here's  a preview of my latest lesson.


Direct Instruction
The intention for this lesson was to provide interesting and engaging lessons/ activities that the learners can work on independently. During Term 4 there is always an increased amount of time that learners will need to be working independently while the teacher is busy testing. These lessons are intended to keep the learners engaged while working independent from the teacher.
See full episode here

Thursday, 16 November 2017

2017 Inquiry: Impact Story

What happened for the learners?
I have a group of learners working below the National Standard in maths. In particular I have noticed that their maths knowledge is low, and this was affecting their ability to solve higher level problems and use higher level strategies. We focussed mainly around number knowledge, and a big part of this was of course our times tables. Most of these learners were limited to mostly 2’s, 10’s and some 5’s, but now the majority of the group know most  “well a decent chunk” of their times tables, which is fantastic. They also have a more concrete understanding of their add/sub facts and fractions knowledge. By having these basic facts available for instant recall, they have been able to be more successful when attempting some higher level problems, and when using higher level strategies. More than this though, there has been a huge culture shift in the group in regards to maths time and problem solving learning.



What evidence do I have of this happening?
First and foremost my evidence has been from working with the group and observing the changes throughout the year. We have shifted from “eyes rolling into the back of our heads” at the mention of times tables, to confident and actively engaged problem solving sessions. Learning basic facts changed from something that was perceived as a pointless chore, to a purposeful and rewarding exercise.
In term 2 I started doing times table tests with the group. It was a selection of 20 multiplication and 20 division questions (1-10 table). In the beginning we were averaging about 30% on the times tables, and 10% on the division. By the end of the year our group average is more like 75% on times tables, and 40% on division, with some learners even reaching 100% on both.
On Gloss our results are mixed, however there has been a lift in Mult/ Div across the whole group which supports the shift I have seen in class. In some cases where they have not necessarily moved forwards on the test with regards to which stage they scored, they have still made progress towards that next stage i.e. a combination of multiplication facts, and skip counting to get the right answer. 5 x 5  = 25, 30, 35, 40, 45 etc.

The PAT results were at first a bit disappointing, I didn’t see the shift that I had expected and hoped to see, even from the learners who I felt had been most successful during the inquiry. It wasn’t until I broke the test down to the question level that I started to see some evidence of improvement. While their overall score had not significantly improved (or in some cases even gone backwards). There was a clear improvement amongst the lower level questions, specifically the questions At and Below standard. While that might not sound so impressive on it’s own, it tells me is that this group understood and solved more of the questions at their own level. So even though they actually answered less answers correct on the test, more of their correct answers were likely ones they “knew” rather than “guessed”.
If you read the multiple choice answers offered by the test, you can actually see where they have attempted some of the other higher level questions too. The test “meanly” offers answers in the multiple choice questions that would be the answer if you solved them using lower level strategies or with typical misconceptions.
So they realistically probably had more chance taking a 1-in-4 chance stab in the dark at getting the right answer.

What did I do to make this happen?
To make this shift I have done a number of things, and it’s taken me awhile to figure out what it was I needed to do. These are not kids who have historically made accelerated shift, and I knew from teaching the same group last year that much of the maths knowledge learning we had done, had not stuck.
I began first by offering more opportunities for basic facts learning, tightening up some routines, and giving them more resources to work on during non-group time learning. This didn’t seem to be making much of an impact, and so I started doing more reading into how kids obtain and remember basic facts. I read that kids often don’t value basic facts, when they don’t truly understand the purpose of them, and in some cases even what a “basic fact” is. We started spending group time discussing basic facts, and why they are important, we started making jokes such as “Basic facts are like cheat codes and shortcuts”. This created some value behind learning a basic fact set, and we started making some progress.
However it wasn’t until I started spending more teacher time actually specifically teaching the group how to acquire their times tables that I really started to see progress. The repetitive and deliberate acts of teaching, ended up a far superior and more successful than any digital resource I made or found online.. I had thought that the way I learned timetables at school was old fashioned and boring, however it is still considered by most experts to be the most effective. Check out a more detailed post about what I did in group sessions here.
I also began creating open ended tasks that allowed the learners to utilise their new knowledge in authentic experiences see here, here, here and here. Not just questions, but activities were having facts for instant recall were necessary for success.

Wonderings for what next?
While this inquiry was successful in many ways, there are other ways where I didn’t achieve everything that I hoped to. There was not the level of accelerated achievement I had hoped for, and although I learned a lot about teaching knowledge alongside strategy, it took me too long to get a good system in place. I also think that the new teaching strategies I put in place were not happening at the right frequency. Next year with my new cohort I see true value in continuing the work I have done for this inquiry, but to make what I have learned a more established and regular part of my maths routine. Consistency throughout the year I believe will be key to more successful outcomes for the learners.


Monday, 6 November 2017

Charmanders Story

This year I have been inquiring into maths. Specifically how focussing on knowledge can help to lift the achievement of my learners working "below" the national average.  This post is about one of those learners, and to maintain the anonymity of this learner I'll just call him Charmander (Charmander is a Pokemon character and has otherwise zero relevance to any of this).

Charmander was one of the boys in my target group. At the beginning of the year I noticed that this group in particular appeared to be attempting higher level strategies than what their maths knowledge would allow them to be successful with. Basically they didn't have the level of maths knowledge they needed to use higher level strategies and therefore I believed were underachieving in maths, according to the national standards.

Throughout the year I have been inquiring into how I can lift maths knowledge in the hope that by lifting their knowledge, that their achievement will follow.  I believe that within this inquiry Charmander has been successful. Here is quick snapshot of his maths data for the year:


What is obviously pleasing about this, is the movement in all 3 area's. What was specifically interesting to my inquiry was the huge lift in the "End Times Tables test 5 minute test".  Although Charmander had some of his Multiplication tables already, by the end of the year he scored 100% as well as 70% in finding the factor.

What I noticed in group work was a huge lift in confidence and enthusiasm towards basic facts. Charmander's eyes no longer glazed over when he saw a times table above the 2's, nor did he give up a the mention of division. Instead he became invested in learning his basic facts, and "knowing them" became a form of competition amongst the group.

His improvement is also evident on his blog, not just in the quality and and evidence of his thinking, but also by the number of posts he has been completing and sharing. The image below clearly shows that he has increased the level of thinking he is putting into his blog posts when sharing.

Well done Charmander.


Friday, 27 October 2017

PD Session w/ Jo Knox

Today we were very privileged to have Jo Knox spend some time with us focussing on how we can shift our learners who are stuck at a particular stage in Maths.

Our entire team of teachers were released from the classroom, and spent the whole morning with Jo. We selected groups of learners from our own classes who were working around the same stage in the area of maths we wanted Jo to demonstrate.

Seeing Jo working with our own learners was really really cool, and voided any of those feelings of "this wouldn't work with my learners" that can sometimes come with PD (forgiving of course the fact that there were 6 of their teachers watching over them and they were particularly well behaved haha).

Some big takeaways I took from this session was:

Smarter planning
Jo didn't just plan for what she wanted to teach, but thought through what were the key bits of knowledge that they would need for the learning, and the relevant connections they would need to make, to consolidate that learning.

Talking
Although I have done a lot of learning surrounding the importance of talk in maths (Talk moves, Bobby Hunter, etc), and feel like I do an 'okay' job at it. It really hit home again how important it is. Two things I can work on with this is setting up and reinforcing the routines within problem solving talk, and actually spending more time listening and allowing the students time to respond before I jump in. As an observer of the lesson I noticed which learners were responding and which were not responding, rather than only focussing on the two or three loud ones.

Whole class Problem solving
This isn't something that I have often done, however after discussing it with Jo I think I would like to give it a go. One concern I have had with this is around the floor and ceiling for a whole class problem. How to make sure I won't be excluding groups of learners by difficulty, and on the flip side not allowing room to grow in their learning.