Thursday, 1 June 2017

I can understand IKAN's

Update!  In my most recent post I shared my:
Next steps for my inquiry: CREATE rubric and templates that support the following:
1. Carry out the 'SECOND' step as outlined in Jo's presentation
2. Plot results out of Spidergraph
3. Implement activities that prompt reflection on data
4. Decide WITH student what our next steps are in learning in the number strand
5. Implement support this choice in follow up activities and home learning

I have completed step 1 where my all my students were given the opportunity to sit the IKAN differently to how I have administered it.  Most steps being those that Jo in our staff PD outlined.  I have also completed step 4, students have published this on their blogs.

Process:

  • Students sat in their maths groups
  • All with own chromebook and earphones
  • Went through the IKAN test twice over
  • Marked own test with teacher and group
  • Circling those answers that were 'silly mistakes'.  This meaning mistakes that were made in the haste of test setting.  They could see what they did wrong and could prove themselves by answering a similar problem.
  • Scoring the stages and various domains
  • Blog post results and their own reflections that explained this different process and how they felt they performed using this new process
Students have made improvements overall.  Place value has not shifted as much as I had hoped for.   It has improved for approximately half of my class - the other half achieving stage 4 at the highest which still means no progress for a some students.   Target group as displayed: 6 same level, 4 shifted upwards.    
Identify the problem:  This statement stumps majority of my class: 'How many tens are in all of the number 782?  Answer 78 or 78.2.  Students answer '8'.   I can see that my lack in variety of questioning and activities of 'All of the number'.  Time to create a task that will help embed this!!  Look below for a draft of this.




The shift in attitude and 'can do' attitude has increased positively in students feeling more ownership over their learning, conversations with each other about how they made the mistake through to how to correct have been evident when marking in our small groups.  




Tuesday, 30 May 2017

Creativity Embeds Learning



 Dorothy Burt led us through our staff meeting Monday May 29th. I was privileged to be part of this presentation along with other colleagues who have been using 'Creativity to embed Learning' over some years now. Sight, sound and motion were intentionally used to help students to have depth to their learning. Learning that would stick and stay! Please look through the below presentation as it covers a range of practices and beliefs we've carried out here at PES. They work! Thank you Dorothy for another inspiring session. Many good reminders of things we need to maintain and those we need to improve.

On  a personal and professional note there are some basics that classroom teachers need to put in place.   Basic structures to maintain so students have equitable access to tools that enhance and support their creativity.
1. A roster that works in rotations within class hours that has every child have access to the devices where animation, paint programs and iMovie can be accessed
2. A clear task and rubric to guide the students creation
3. A checkpoint weekly to show progress, give praise and prompts
4. An absolute doing away with the 'Creative' devices - (Apple flatscreens in our place) being used as a reward.  They are NOT - they are part of the everyday learning activities.
5. SHARE:  a showcasing of creative work on media such as PENN (School TV news network), class and individual blog, team/class viewing.
6. Feedback: Give students the chance to give feedback and reflect

Part of my teaching practice finds me role playing, singing, moving and rhyming to help my learners. This has meant my students have had the chance to reflect this in movies we've made to share our learning.    It's in these creative moments that I have witnessed first hand the embedding of their learning.  Embedding that runs deeper and wider where creativity is encouraged and expected.   Engagement high.

Monday, 15 May 2017

Using assessment data for 'Staff' and 'Students'

Professional Development with Jo Knox is a great support to my teaching and students.  AND my COL inquiry even!   This particular workshop looked at using student data to empower the learner.  A good chunk of Jo's presentation broke down steps we go through with assessments such as the IKANS.

You may recall that I have been using the IKANS as a starting point for my data sharing with students.

 I carried my action plan to highlight the strongest and weakest strand from the IKANS with my target students.   A common complaint from us all was 'too fast!'.   Jo shed light on an extended approach to using the IKANS - some of which I'm happy to say I've tried too!

In the above image you will note that FIRST you mark the IKAN, SECOND you show the students the answers.   Allowing them to identify what they think were 'silly mistakes' for themselves.   Students are then allowed to complete these questions and have them marked as correct.

This SECOND part I only carried out partially in showing the students the 'knowledge' they needed to be correct rather than letting them first scan to see what they could get right.    Also note here - we are actually extending the test time - further than the fast screen flashes they experience in test time.

Formative assessment: PAT, IKANS and GLOSS.   How do our students see these results?  Often one piece at a time.  A time I bring them together to date is when I am trying to make an OTJ for upcoming reporting season - mid year summary to prompt my next steps.   Jo suggests to use a 'Spidergraph' (slide 14 in presentation below) to show both GloSS and IKAN.   This in itself will be informative for students and surely motivate them to keep on with their learning sessions.  Empowering students by using their own data.


Next steps for my inquiry: CREATE rubric and templates that support the following:
1. Carry out the 'SECOND' step as outlined in Jo's presentation
2. Plot results out of Spidergraph
3. Implement activities that prompt reflection on data
4. Decide WITH student what our next steps are in learning in the number strand
5. Implement support this choice in follow up activities and home learning

Monday, 10 April 2017

Te Taiao O Tamaki - learning that is ubiquitous and rewindable!


 Te Taiao o Tamaki quad blogging this term has been a highlight for students across our cluster. We are delighted to see names from our school listed in those who were very active in the Te Taiao o Tamaki quadblogging go kids!  In the lead up to this event Dorothy Burt led our staff meeting - focus was 'Ubiquitous Learning is Rewindable'. A good part of this had us focusing on the role our blogs have. It is here that students post about their learning which include artefacts of their collaboration with others and often their very own learning and creating processes. It is here that ubiquitous learning can be rewindable.

 In the presentation embedded above by Dorothy Burt you will find from slides 14 onwards, examples of blog posts where students have not only explained their learning in text but have captured video and voice recordings as evidence of their learning.

 I reflected on this as a teacher of year 7 and 8 students. My students are now in their 4th and 5th year of having their own blogs.   These are some questions we need to keep checking in on as educators of Manaiakalani Tamariki.

  • How do we as a team of teachers keep the students enthused and understanding their success when posting such artefacts of learning? 
  • What am I providing as a teacher to ensure this ubiquitous learning continues? 
  •  Does my planning through to delivery provide opportunities for learning to be captured and rewindable? 
  •  What feedback am I giving once this rewindable learning is posted by the students?
  • Opportunities to go back and 'rewind' their learning - is this time of reflection included enough times to enhance and support the learning journey?
Where to next:
As the team of teachers for year 7 and 8 students we often reflect on the above points.   In our collaboration when planning and delivering it is important to continually check over the components of learn, create and share.  At the end of term 1 we can see clearly that learning that goes through all three - provide experiences and learning opportunities that are rewindable.   The learning is embedded more effectively.

Our specific goal as a team is to continue building the create component of our learning along with ways to give timely feedback to our students further than the dialogue that happens in small group.    Feedback is crucial in motivating our learners, the power of an active audience has been and still is valuable to our tamariki.

We've discussed that in the less public domain of google drive we can give critical feedback.   On our blogs which are public we can give feedback with greater depth about understanding and messages projected through the posts.  This will prompt a more evaluative response from both students and teachers.

Looking forward to our celebration at Te Oro where our tamariki will get to capture and blog about this experience that will be rewindable and reflected upon.

Thursday, 6 April 2017

Data - our comparisons from February to April 2017

We've just completed a second round of IKAN tests where we gather a snapshot of the different areas in number.   The students in the target group along with their peers have shown an increase in enthusiasm in learning.  I have noticed an increase in questioning and discussion around what methods they use to problem solve.

In listening to the IKAN's this second time around I picked up again on more learning goals for myself as a teacher.  The terms and phrases I have used have not been as effective as I'd hoped.

Place value was the initial focus for the target group.  However when you observe the data below you will see that it still is the weakest of all areas in number.   There was shift for students - mostly in other areas.

This lack in shift I believe is from not extending the phrases used to support my learners.  For example in the number 789, how many tens are there?  I was accepting '8'.  Whereas the question is actually asking 'How many tens are there in the WHOLE number' which is 78.

My next goal is to be more accurate with my questioning in maths to ensure the correct terminology is used. This will lead me into teaching how to transfer this knowledge of mathematical terminology in problem solving further than place value.

Our team discussions on maths inquiries at Pt England revealed more to me.  I noticed that around the room - especially with place value, there was some inconsistencies too.  A school focus we could well do with is aligning the terminology we use - especially around place value as it is a weakness across the levels.

I am carrying out gloss tests now with this group.  I will share this data here soon.

KEY: blue February IKAN, red April IKAN
Student C made the most progress in all areas - except place value.

You are very welcome to add link in a comment that could support my inquiry of using data to support learners.  I'd love to try out more ideas around 'Place Value Nested', which has been highlighted as something I have overlooked in teaching PV.

NUMBER SEQUENCE

FRACTIONS

PLACE VALUE

BASIC FACTS



Monday, 3 April 2017

I know my results - I know my goal!

End of term
Action plan to date
On completion of our most recent IKAN and PAT maths assessments students have and will be 
1. analysing their personal data (what do the lines, numbers and dots mean?)
*Found with PAT it was challenging to do this as a group as the windows that pop up with explanation of marks.   Doing this as a group was not the way to go. 1-1 conferencing was much better.  Print outs to do whole groups teaching was not effective in that the finer detail was hidden.  

2. can explain their strengths and weaknesses (dialogic and  text/symbols in blog post) 
*Students spent some time looking at a rubric of iKan.  Coaching students into knowing how to use this against their own test paper took a little time.  Completed this with students, needed to set up a clear template to support their reflective post.   

3. learner access any time to individual sets of data to help set learning goal.   Goal is specific for target strand, determined by analysis in step 1.
*Students showed a greater interest in their own learning and progress after highlighting what areas of strength and weakness.   I am confident there has been a shift in engagement and a desire to learn more after making their data accessible with clear learning goals.  Learning goals: I have used this rubric to support our discussions.
4. Updated data: we have just completed another IKAN to capture progress from week 3.  Looking forward to sharing the results with you soon.


Read on for context of the group this inquiry uses.   

Mid term:
Target Group - Priority Learners?
7 children - majority are sitting below the national norm.   2 from 2016 data show to be at.  However small group conferencing and IKAN test it seems that they are sitting below.  The absence in results for IKAN, for 2 due to poor attendance and the other an incorrect filling out of answers.   I hope to test them this week to add their first round of data for 2017.


EthnicityYearOTJ 16Add/SubMult/DivFr/Pr/RaOverallNSFrPVBF
BoyMaori7At66E66
GirlTongan7At6E7565445
GirlSamoan7BelowE6E6E6E6554E7
BoySamoan7Below66E6E6
GirlMaori7Below66E6E64546
BoySamoan7BelowE66E6E6
BoyCook Island866E666E654

Hypothesise?
Through empowering students to analyse and understand their own personal and group data, the students will accelerate their achievement and move into the 'At' and/or 'Above' in the number strand.  (Gloss, PAT and IKAN assessments)

End of term:
Target Group - Priority Learners


Thursday, 16 March 2017

Understand the data - what knowledge to I need?

What are we up to?  
The following is my  action plan:
On completion of our most recent IKAN and PAT maths assessments students have and will be 
1. analysing their personal data (what do the lines, numbers and dots mean?)
2. can explain their strengths and weaknesses (dialogic and  text/symbols in blog post)
3. learner access any time to individual sets of data to help set learning goal.   Goal is specific for target strand, determined by analysis in step 1.

Check - we have analysed our IKAN data and found our weakest strand as a group is place value.    Since this time we have spent four robust sessions of the learning of place value with a variety of resources.  

Check: do my students understand the following of the place value strand - what is the question actually asking?  What knowledge do I need?

What the place value strand in IKan actually translates to:

Q5 and Q6
How many 10ʼs in a number or what is the number made up of this many 10ʼs to 100
Q5 and Q6
How many 10
ʼs in a number or what is the number made up of this many 10ʼs into 100ʼs. Or round to the nearest 10
Q5
How many 100ʼs in a number
Q6
How many tenths in a number. Or round a decimal to the nearest whole number.
Q3 and Q4 Biggest or smallest decimal
Q5
How many hundredths in a number
Q3 and 4
Decimal knowledge of 10ths, 100ths, 1000ths
Q5 and Q6 Converting fractions, decimals and %

Thursday, 9 March 2017

COL inquiry focus - if the previous post was too wordy!

 Go to this link to find out more detail about my COL inquiry.   The curriculum area it sits in is maths.

Thursday, 2 March 2017

Empower learners - show them the data!


Kia Ora, Talofa lava!  After considering my school’s targets, Woolf Fisher Feedback from 2016 and the Manaiakalani CoL achievement challenges I have arrived at the following:

My Inquiry this year as a CoL teacher is to use data to empower learning and teaching in maths.
What does this looks and sound like? Students receiving explicit teaching and guidance through their own data.   Student empowered to interpret from data what their strengths and weaknesses are.   Collaboration of peers and  teacher to map out steps to accelerate their individual and group learning in maths.

Target Group - Priority Learners?
7 children - majority are sitting below the national norm.   2 from 2016 data show to be at.  However small group conferencing and IKAN test it seems that they are sitting below.  The absence in results for IKAN, for 2 due to poor attendance and the other an incorrect filling out of answers.   I hope to test them this week to add their first round of data for 2017.


EthnicityYearOTJ 16Add/SubMult/DivFr/Pr/RaOverallNSFrPVBF
BoyMaori7At66E66
GirlTongan7At6E7565445
GirlSamoan7BelowE6E6E6E6554E7
BoySamoan7Below66E6E6
GirlMaori7Below66E6E64546
BoySamoan7BelowE66E6E6
BoyCook Island866E666E654

Hypothesise?
Through empowering students to analyse and understand their own personal and group data, the students will accelerate their achievement and move into the 'At' and/or 'Above' in the number strand.  (Gloss, PAT and IKAN assessments)

Slide from Lenva Shearing presentation to Manaiakalani School Leaders PLG

Action plan to date
On completion of our most recent IKAN and PAT maths assessments students have and will be 
1. analysing their personal data (what do the lines, numbers and dots mean?)
2. can explain their strengths and weaknesses (dialogic and  text/symbols in blog post)
3. learner access any time to individual sets of data to help set learning goal.   Goal is specific for target strand, determined by analysis in step 1.

 Lenva presented to the School Leaders of Manaiakalani on 'Using student data to empower learners'.  I plan to use this also as a title for my inquiry.  Lenva's presentation  was an excellent reminder having just completed testing cluster wide.

I will be using resources from this page on the Manaiakalani site  to support teachers at PES to carry out the same with their learners.   Also creating DLO that are rewindable for teachers and students.

**In addition to supporting learning in maths, as a Spark-MIT I plan to investigate how to better support home learning.   Home learning being focused on the strand of number in maths.  It'll be interesting to see the change this could bring about too!


Sunday, 26 February 2017

Map it out



Math inquiry
*Issue: breaking things right down - work out the building blocks are!  Gift and practice the necessary strategies and knowledge.
*Aim?  Map out clearly the path the target learners need  to become competent in their weaker areas of number.
* How?    Planning with the target learners and experts I have access to on our staff.  This will include use of wall displays that mark out 'Where we are' and 'Where we need to get to'.   Use of student knowledge IKAN forms.  Slow down and provide opportunities to 'show off' this knowledge!

A new year brings new students and another round of enthusiastic learners.   My maths class has these learners in all groups.   Where things are explained carefully the students are able to make connections and bring their understanding to the task at hand.

Most recently we sat an IKAN test - across classes in team 5.  These produced some interesting results which had teachers and students talking a lot!   I overheard reasons as to why some thought they did well and not so.   Some as simple as writing the answers across rather than down the columns.  Others - just found it too hard after a certain stage.   The voice and slides moved too quickly etc.

This was a great opportunity to set some individual and group goals.   My target group decided that we'd tackle one of our weakest strands as shown in the IKAN test - place value.  Our plan is to work on the next area of weakness until we are confident in all areas of number, ready to re-test through another IKAN in week 10.

An extra support will be that home learning will target the number strand also.

Monday, 20 February 2017

Beyond 9 - 3, Spark-MIT 2017 Teachers

Today we met as the 2017 Spark-MIT 2017 teacher group. 8 teachers on a mission to inquire into a range of things that impact achievement for our learners. We shared ideas that connected to the Manaiakalani pedagogy that need to have visible and ubiquitous learning, strong learner agency and connectedness to grow knowledge. 


My focus for Spark-MIT inquiry:
 I propose to explore home learning for year 7 & 8 students.  How can we support ubiquitous learning to become a daily practice from school to home?   Manaiakalani encourages and supports expanding the hours of learning beyond the start and end bell of the school day.  Are our students taking advantage of this open all hours access to their learning? What can we do at school to motivate and maintain this opportunity to accelerate achievement?

 Data Gathered: Just a start... A survey completed by learners in team 5 - year 7 and 8 learners this month found the following stats. *Note these are only some of the questions I asked. It's helped me to see that first issue to resolve would be the access issue. While internet is available at home - over 80% - it didn't translate to students having actual access to it via a device. Over 50% do not take netbooks home - why is this? Another factor - students have voiced the desire for more parent help. How can we support this? How can we teach around the use of resources be it online or in the form of whanau. I'm looking forward to finding out and supporting this to happen and gaining more ideas from this Spark-MIT group who I can see are a rich resource to have. Thanks for today Dorothy@Manaiakalani and Lynne@Spark Foundation for what has been a great day of learning and professional development.








Monday, 16 January 2017

Teaching as Inquiry 2017 - COL

“Recognising and spreading sophisticated pedagogical practice across our community so that students learn in better and more powerful ways...”

The Manaiakalani Community of Learning is working together on this task using the expertise existing in of our community of learning.

In 2017 for my inquiry I have selected the following CoL achievement challenge 


#4. Increase the achievement of Years 1-10 learners, with a focus on Years 7-10,  in reading, writing and maths, as measured against National Standards and agreed targets.  My specific focus will be on maths.  However I will share from time to time on the other curriculum areas as I am able.

The teaching as inquiry framework I will be using in 2017 has been specifically co-constructed for Manaiakalani schools using our familiar Learn Create Share structure.
The elements in this framework share close similarities with other models New Zealand teachers use.



I will be labelling my posts as I update my inquiry throughout the year to make the content easy to access.

Labels:
LEvidence, LScan, LTrend, LHypothesise, LResearch, LReflect,
 CPlan, CTry, CInnovate, CImplement, CReflect,
SPublish, SCoteach, SModel, SGuide, SFback, SReflect

Label Key:


LEvidence
Learn - Gather Evidence
CPlan
Create - Make a plan
SPublish
Share - Publish
LScan
Learn - Scan
CTry
Create - Try new things
SCoteach
Share - Co-teach
LTrend
Learn - Identify Trends
CInnovate
Create - Innovate
SModel
Share - Model
LHypothesise
Learn - Hypothesise
CImplement
Create - Implement
SGuide
Share - Guide
LResearch
Learn - Research
CReflect
Create - Reflect
SFback
Share - Feedback
LReflect
Learn - Reflect


SReflect
Share - Reflect