Thursday, 29 June 2017

Rotations and half time breaks

In response to student feedback about maths lessons being too long, I shared with my team and we discussed some of the things we had set in place in the beginning of this year. Having a look back on how my class has been set up for the last 5-6 weeks, I realised that some of the systems we had put in place weren't actually happening. Some things that have impacted this are GLOSS testing, 2nd year student teacher on full control and just the general busy schedule and change in timetable that comes with being in the senior block.

So to tackle this, I put back into place our rotations for maths groups. This ensured students are able experience different activities and not be stuck doing the same thing the entire maths block.
With maths being a 80-90minute block, each rotation would go for 20minutes and there would be a 10minute break in the middle for a quick maths game or quiz to break up the long block. In the 2 weeks we have been working with these rotations in place, I must say the classroom atmosphere has been more up-beat, more settled, and students actually looking forward to moving to different stations. 

My work as a teacher, has been to monitor what students actually get completed at each station. This has involved: 
  • Showing their maths progress for maths whizz after every second day 
  • Changing their topics for maths whiz each week
  • Going onto their blogs to comment on completed slides
  • Allowing time to show off progress stages for DLO
  • Find engaging maths games (whole class games) to play during the break 

Wednesday, 14 June 2017

Student Voice - What do they really think of maths?

Setting the scene: It's that time of year where reports are due and testing is coming to an end. As I sat there awaiting a response from my students Gloss test, I start pondering about what I can do with the new information. Where to next for my learners? As I discuss with each student how they did at the end of the test and what they can work on in class, I also start wondering - DO YOU EVEN LIKE MATHS?

So I thought back to my Achievement Challenge #4. Why is it that students make steady upward progress in maths from years 1 - 6 but when they get to Years 7 & 8, they tend to plateau or go backwards. Some of the theories that have been thrown around is the 'summer effect', but when you are half way through the year and students are still not showing progress you have to ask yourself why.

Right then and there I wrote down some of my own theories or hunches as to why students in Years 7&8 don't make as much progress as earlier on in their schooling years. I came up with 2 main hunches:

  1. No Homework/ Home Learning  - I don't get the sense much school work is being done at home for students who take netbooks home.
  2. Too hard - by the time they get to Years 7&8 the level of number knowledge needed increases along with the workload and if students were already behind, the gap widens and students lose interest because the work is just too hard.
Keeping this in mind I called my class to the mat 10minutes early. I had 3 questions for them and here are my findings.

Room 5 Maths Class - Student Responses - 24 Students - 9 Girls - 15 Boys

1.Who enjoys maths?

2. Who does homework/home learning?


My last question was 'Why don't you like maths?' - Here are the responses from students:
  • Too hard
  • Boring
  • Too long
  • More sports programmes in senior block (busy schedules)
  • Don't listen
  • Not interesting
From this we managed to break it down to the 3 most popular ones and the whole class voted for which one suited them best.
      1. Too hard - 1 student
      2. Boring - 7 students (3 girls, 4 boys)
      3. Too long - 16 students

WOW! This was an eye opener for me because I quite like the long block in the middle for maths. It means we get more work done and I get to work with each group. But if this is how students are feeling, it's no wonder why they get sick of maths. I will definitely take this up with my team to see how their students feel and what 'we' as a team of teachers can do to change this mindset so students start enjoying maths more - and hopefully make progress!

Tuesday, 6 June 2017

Anne's A - Team!

Thursday evening we had our 2nd CoL meeting for the term. Our focus was on: Focussing Inquiry and Teaching Inquiry.

Anne Sinclair facilitated our discussion group and here are the points we had to share about.

Learn (Focusing Inquiry)
Share a brief reflection in response to your Focusing Inquiry
  • What information, strategies, tools did you use to determine what your students have already learned and what they need to learn next? (3min)
As you share reference your blog and highlight how you have organised your evidence so that it is visible and accessible to your colleagues.

Create (Teaching Inquiry)

  • Based on this evidence what are you planning to do differently as a teacher? What might you need help with? (3min)

It was awesome listening to others share about their inquiries because although we had a different focus (eg: accelerating levels in maths), we could still identify with others and their inquiry into reading difficulties for students because we had the same things happening in our own classes. 

Our "A-Team" came from what we shared for part B - what are we planning to do differently as a teacher. We had words such as Actor, Analyse, and Amalgamate.
My word was Auditory - I needed to listen more to students needs. Listen to them when they say why they don't want to do something and prompt students to share what would make them work better in maths. 

My next steps now would be to watch Dr Graeme Aitkins presentation to school leaders and see how I can implement some of this with the students in my class.  

Thursday, 1 June 2017

CoL - Create: Make a plan

Create - Teaching Inquiry - "What strategies (evidence-based) are most likely to help my students learn?"
Make a plan
  1. What can I already do and  what do I need help with?
  2. Who are the learners? Group/class 
  3. What are the goals for my practice and student achievement?
  4. Set up processes for capturing evidence about whether the strategies are working for my students.
1. Upon reflection on the 'Learn' stages of our inquiry framework, I have identified what I can already do and what I need help with.

What I can already do:
  • Gather observation notes and use these to make informed decisions about my teaching
  • Target specifically identified learning needs
  • PD around 'create' pedagogy and activities has been most helpful!

What I need help with/ What I need to put in place:
  • Balancing between my planning and conveying my vision to my student teacher who has full control of my class for 2 weeks.
  • Organisation - having the technology available and ready to go. Eg: cameras & ipads charged.
  • Building up my 'bank of resources' for create activities that can be used for different activities.
2 & 3 -  Who are my learners? What are the goals for my practice and student achievement?
Initially, I started off targeting and monitoring just my priority learners, but upon reflection, I realised my inquiry included the class as a whole. I've also clarified what my inquiry is focusing on and where it sits in our Achievement Challenge matrix. The Achievement Challenge I am focusing on (number 4) focuses on making sure our Year 7-10 learners accelerate, rather than slide down from Year 6. Years of data have shown the students improving steadily from Years 1-6, then start to plateau and slip from Years 7-10. So ultimately, this is my end goal - to accelerate my Year 7 and 8 learners to show sufficient shifts in their learning.

4. Setting up processes for gathering evidence: For this I need to be more consistent in my reflections to ensure I cover week to week happenings with my learners. Also checking student blogs more regularly to see how they are describing their learning. Does this align with your desired outcome? I have also started the practice of gathering students on the mat for plenary sessions at the end of every lesson. We could discuss as a class what we found difficult, gave students a chance to explain some of the new learning they were proud of and for me to hear how students felt the lesson went.   

Wednesday, 31 May 2017

PD - Creativity Empowers Learning

Monday's staff PD was filled with Ooohs and Ahhhs as we watched the caliber of movie making Pt England had 10+ years ago. Our wonderful Dorothy Burt conducted our PD on how 'Creativity Empowers Learning'. Teachers who's work was shown shared their learning process and how they made those 'create' activities possible, but most importantly, the learning and motivation (engagement) students received while carrying out these tasks as part of their learning. 
This was great for us teachers who have only been here at Pt England a few year to see the types of activities and learning that can be had through movie making and animations. At times during my teaching here, I have been guilty of making my create activities a writing task or creating something with no real purpose or learning behind it. 

But with the start of my CoL inquiry at the start of this year, I have been more mindful and purposefully provided time in my class for students to be creative in their learning through the use of animations, acting, song and dance. This PD has helped me think of new ways to make this a part of students' learning and the pedagogy behind it has strengthened my resolve to ensuring this is happening daily for my learners.

Dorothy emphasised how Create is a DOING word which uses multiple sense and involves the use of your WHOLE BODY not just your brain.
SISOMO - Sight, Sound, Motion. This is what create is all about!

One of the excerpts shared from the Create part of the Learn Create Share Pedagogy was:

"One of the foundation goals of the Manaiakalani Programme is to 'motivate our learners to engage with the curriculum' and a significant driver for engagement has been our intentional use of modern technologies to enable creativity to play a significant part in learning and teaching opportunities."

It was great having this in front of us as a reminder that we have the same vision and are on this journey together. 

One of the slides I really liked and will hopefully talk about more in a later post is this one aligning Blooms Taxonomy with a SAMR type graphic, using TECH - moving from traditional teacher-created tasks to student-centered, tech-integrated learning.

Monday, 29 May 2017

Success Criteria & Self-assessment

As a continuation of 'where to next' in my inquiry, I have been focusing the past 2 weeks on the Learn-Scan part of our inquiry framework as this is where I had gaps. 

This 'scan' area looked at how engaged students are with their learning. Can they articulate what they are learning about? Can they monitor their learning? Do they know what their next learning steps are?

To help me with this was the Assessment for Learning power point on TKI
Above is one the slides I found most useful and made me reflect on my classroom environment and how well I communicate with students how they are doing in their learning. Some of the things I felt I did well were:
  • Creating a learning environment in my classroom
  • Using assessment information to feed back into teaching
  • Provide timely focused feedback
Some of the things I needed more work on were:
  • Co-constructing clear learning goals with students
  • Involve students in self and peer assessment
  • Clarify learning outcomes with students.
Upon reflection, it prompted one of the readings from Michael Absolums' book 'Clarity in the Classroom' (2006).

"For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about what is being learnt, and how they should go about it. When learning and the paths towards it are clear, research shows that there are a number of important shifts for students. Their motivation improves, they stay on-task, their behaviour improves and they are able to take more responsibility for their learning." 
From this, I focused students in on Success Criteria's. HOW will you know you have achieved the learning intention? So as I worked with each group, we broke down the learning intention and worked out what this will look like. Our discussions around the success criteria as a group gave me insight into whether or not students actually understood what learning was expected from the learning intention. It was great being able to co-construct the success criteria with each group. We tried to make it very specific so it was easy to self-assess. Here is an example of our final outcome for one group.

WALT (We Are Learning To): Interpret information from a pie and bar graph
Success Criteria: I will know I have achieved this when:
  1. I can say what the x and y axis show
  2. I can give 2 facts from each graph

Thursday, 18 May 2017

CoL inquiry - LEARN checklist

During our first CoL meeting for Term 2 we were introduced to a new Inquiry Framework. It followed our Learn, Create, Share pedagogy and so I have made a summary page for the 'Learn' part and matched it up with my inquiry posts in Term 1. This is focussing the inquiry - "What is important? (and therefore worth spending time on) given where my students are at?"

As you can see, one of the areas I need to work on is 'Scan' - what outside factors are contributing to students not being able to retain number knowledge well in their heads.

This term, I will looking at the 'Share' part of our framework.

Gather evidence
Student achievement data eg. standardised tests, OTJs, internals and externals
Anecdotal evidence eg. observations, formative assessment tasks, student voice,  parent voice, previous teachers, surveys,  learning walks and reciprocal visits

Wider perspective on learning not just aspects that are easily measured eg considering perspectives of our young people and their whānau. How engaged are they with learning? Can they describe what they are learning and why it is important?  (AfL) Links to Key Competencies

Identify Trends
Looking at all the evidence, thinking hard about its “shape”. Noticing where there are cohort trends that extend out beyond the class, to the team or department, maybe even for this school across schools in the CoL
Clearly identifying the common learning challenges or problems.
Looking for and identifying strategies that are known to have the greatest impact on on this/these challenges

Analysis and interpretation often take place in the mind of the teacher, who then uses the insights gained to shape their actions as they continue to work with their students. These theories for improvement should connect with the inquiries related to the Achievement Challenge of the Department/Team, the School and the CoL.
“This involves asking questions about how well current strategies are working and whether others might be more successful. Teachers search their own and their colleagues’ past practice for strategies that may be more effective, and they also look in the research literature to see what has worked in other contexts.”

“Inquiry into the teaching–learning relationship goes hand in hand with formative assessment, in the cyclical evaluation process that goes on moment by moment, day by day, and over the longer term.” Assessment-in-the-classroom/Teaching-as-inquiry

Wednesday, 17 May 2017

Weighting of OTJ's

As part of our school PD around mathematics, each team met with Jo Knox for further PD specific to their teams needs. Team 5 met with Jo on Tuesday afternoon and the first part of our session was clarification around OTJ's and how much weight each  of the different assessments and observations are when forming your OTJ's.

One of the main points that came out of this was: To meet the standard, a student needs to be working at that standard independently and most of the time.

One of the 'must have' documents you need to form an OTJ is the NZC Mathematics Standards Poster
Together with the Standards book and if need be, the NZ Maths books with illustrations.

Some of the questions we had as a team were around the weighting of assessments such as IKAN, GloSS, PAT and normal classroom/group observations - which do we put more emphasis or weight on when making our OTJ?
To clarify this for us, we took part in an activity practising how to make an OTJ based on some pieces of evidence she had gathered. 

We then circled which standard we thought the student best met based on the different data. From there we made an OTJ based on not just 1 piece of assessment, but several and always referring back to the NZC maths standards poster.

Of course you were not expected to do this for every single student in your class, but was a great way to moderate across the teachers of your year level and also the students who sat just on the edge of being either below/at or at/above the standard and needed a closer look at work samples.

There were so many clear and useful tips around number knowledge that I felt, even after 10+ years of teaching, served as a good reminder/ clarified some of my own misconceptions when making OTJ's. Here are a list of some points I found useful and hope they can be of use to you too.
  • Number knowledge is for facilitating problem solving
  • IKAN test is great for identifying how to support students with number knowledge to help them access more sophisticated strategies
  • Knowledge does not have to be a tick box 
  • Knowledge is never mentioned on its own in NZC poster - but HOW students are using knowledge to solve problems


Tuesday, 9 May 2017

Maths PD with Jo Knox - Part 2

Our series of PD's we've had with Jo Knox have been really useful in terms of content knowledge and also a reminder for all the things we need to consider when planning our maths lessons for our students.

One of the 'gems' I got out of the PD was the use of the IKAN test. Hearing from Jo that the 3 second rule was a bit unfair to measure students knowledge against put my mind at ease. Jo also shared how using the IKAN test papers after being marked was a useful activity. Getting students to revisit the questions they got wrong and quickly see why, and whether they need more help with it or it is something that can be corrected easily.

Here are some more highlights from our PD:

  • Mathemagic time! - Have a go!
  • Aligning NZ Number Framework, Curriculum and National Standards
  • Explaining formative and summative assessment using the garden analogy
  • Using a Spidergraph for GloSS and IKAN
Below are slides Jo Knox shared with our staff.

Friday, 5 May 2017

Number Knowledge vs Strategy

Last night was our first CoL meeting for Term 2. One of the highlights for me was listening to others share about their inquiries in our small groups. We were also given the opportunity to respond to prompting questions about our inquiries also received useful feedback from our colleagues. One of the prompts was 'What are possible next steps for planning my teaching inquiry?'. This has lead me to reflect on my Term 1 observations when my focus was mainly on teaching just number knowledge.

This lead me back to the NZ Maths Site. Delving into its numerous resources and research has helped me get a better understanding for what I need to target when teaching my priority students. In my haste to try and push for number knowledge I haven't adequately balanced the scales to account for the back and forth teaching of strategy too! Here is an excerpt from the online numeracy PD - Number framework.

So I will definitely be keeping this in the forefront of my mind when planning for my students. I was also reminded of some slides shared by Jo Knox in our first PD in Term 1.


Thursday, 13 April 2017

CoL inquiry - Term 1 Highlights

The end of Term 1 is actually here!! As the term draws to an end, I have been trying to take stock of what changes I have made in my teaching and how I deliver mathematics to my students. Not only that, but also making week by week behavioural and learning observations in trying to find out what is making it so difficult for students to retain number knowledge as they move up through their years at school.

In my previous post, I shared a slide outlining the outcomes of my CoL (and school) inquiry. Some of the main points were:

  • YES! - devoting class time to practising number knowledge makes a difference
  • Students need a repetitive cycle of maths vocab, materials and use of scrap paper in their daily learning of maths.
  • Students are stuck at the 'imaging' stage for fractions of numbers. They always revert back to drawing a fraction then sorting out the numbers into that fraction. (This is instead of using timetables knowledge to find the missing numbers)
  • Familiar context of questions helped students understand questions better - therefore they can focus what is happening with the numbers more.
  • A mixture of engaging activities (both hands on and online) are needed for my lower learners - even though they were not in my priority group.
So for the last two weeks of school, I have been trying to gauge what have students have picked up so far and where do I need to go to from here. One of the things was an IKAN test which was shared in my previous post and as I commented, although not everyone of my priority learners made a shift, you can easily tell by talking to them in their group that they have a better understanding of place value and fractions.

Now the big test was to see if students were able to transfer this knowledge by using it in strategies to solve questions in the Gloss test. Here is an example from one of my students and the gaps we are looking to address throughout the year.

This student is still going with his test, but already I can see where I need to address first - Proportions and Ratios - Fractions. Our work on fractions in class obviously hasn't made any shift for this student so I need to analyse why that is and pose more similar word problems for him to practice over the break. This is good for me to find this out now so I can plan for it next term.

Highlights for Term 1
  • Maths PD by Jo Knox
  • Priority learners engaged in their learning 
  • Compiling evidence of students learning on video and on paper
  • Making learning REWINDABLE for ALL my learners!
  • Using digital affordances to support my teaching and helping to scaffold student learning
  • Sharing our inquiries in staff meetings as well as CoL meetings so we are held accountable for what we say we are going to do. 
  • Learning conversations about what's worked and new things to try from PES staff
Where to next?
  • Collate learning evidence & data to analyse
  • Plan according gaps and learning needs identified - Look back at PAT data
  • How else can I help to 'increase the achievements of Year 7&8 learners in maths, as measured against the National Standards and agreed targets.'

Tuesday, 4 April 2017

End of Term 1 - Inquiry reflection

Yesterdays staff meeting was really useful as we got to share and listen to each other reflect on our inquiry so far this term. Our talking points were to share what worked, what didn't work, and what changes will we make or where to next.

My presentation I shared with my group looked at how my focus question kept changing slightly as the term progressed as I realised my question could be answered with a yes or no. 

What I wanted to find out was by providing class time for number knowledge practice, will students be able to pick up strategies faster, and therefore accelerating their learning.

As my students carried this out in their rotations throughout the term I took note of what worked and what lessons didn't work. I had to ensure I had materials on hand for my lower groups to manipulate and record their learning as they talked about it. Scrap paper was also essential as students needed to map out their thinking when it came to fractions by drawing fractions using pictures and numbers and trying out different ways. 

Our main focus for number knowledge according to our IKAN data was our fractions and place values. So we conducted a post test to see if my priority students made any improvement from February. 

Data Analysis:

Fractions - Out of the 6 students (3 boys & 3 girls)
  • 2 boys & 2 girls moved up a stage
  • 1 boy & 1 girl stayed the same
  • 4 students on stage 5, 2 on stage 4
Place Value - 
  • 1 boy & 2 girls shifted up 1 stage
  • 2 boys & 1 girl stayed the same
  • most stuck at stage 5 for place value knowledge
  • 4 students on stage 5, 2 on stage 4
Conclusion: Although I still had some students who stayed the same, I know for a fact from the way they talk about their learning that students have a much clearer understanding about what fractions and place value are and their knowledge around whole numbers and decimals has improved. 

The last slide of my presentation has more of my observations. One interesting point I did note was how we discussed place value in class - talking about place value columns and houses, but how they are presented to them on the IKAN test is slightly different. So we will aim to change the way we present these to students so they are using the same language and questions as testing situations.

Wednesday, 29 March 2017

Making learning rewindable through digital affordances

As my inquiry is coming towards our end of Term 1 check point, I have practiced using more digital affordances to support the "Learn, Create and Share" in maths. Initially my understanding of this was very narrow/ black and white and thought that it excluded using pen and paper for maths. I felt constrained to thinking only towards "Teaching above the line". This is referring back to Dr Reuben Puentedura's SAMR model shown below. Teaching above the line looked at the second picture shown below.

This lead me to have discussions with my peers. In this example of students in groups "learning, creating and sharing" you will see the use of hard materials to learn and share understanding. Digital affordances such as videos showing tutorials, and learning made rewindable through presentations are integral supports to our learn, create and share practice.

In guiding my students towards a learning goal together with trying to accelerate the rate in which they are learning, I have found that hard materials, captured digitally by students through photos and videos, shared digitally empowers the learner. It empowers them in that they can rewind and reflect on their learning well after small group work including hours outside 9am - 3pm.

So check out some of our learners in Room 5. Here are Tape Measures group mapping out their thinking using pen and paper. Now it's also part of their learning, made rewindable on our class site. The engagement levels and progress made were sky high!! 

Tuesday, 28 March 2017

Number knowledge framework - PD

Last weeks Maths PD by Jo Knox linked really well to what I am inquiring into in my CoL inquiry. To recap - my inquiry is looking into whether providing class time to learn and practice new knowledge will help students pick up/acquire the strategies faster. What I have tried to observe and look into while doing this inquiry is what barriers are preventing students from acquiring the necessary knowledge as they progress through their schooling years to reach us at Year 7&8.

Jo Knox clarified the progressive stages of development in number for our whole staff. This proved really useful especially when teachers are so used to just sticking to their area/stage they teach most of at their year level.

One of the main points I took out of the PD was clarity around stages 4, 5 and 6 and what it looks like. Jo presented this by showing a question and prompting us to think what would kids do if they were at stage 4, 5 & stage 6. What would it look like and what knowledge they need to know next in order to learn the next strategy.

Here are Jo Knox's slides which were very useful and can be used again and again to refresh and clarify what we are teaching our students.

Thursday, 9 March 2017

CoL inquiry update - 3 weeks in...

The current vibe in my maths class at the moment is great! Students are eager to learn and looking around at other groups wondering when they'll get a chance to move up to the next activity. With our focus being on number knowledge, students are starting to pick up on the purpose for each activity they are taking part in. The realisation that the games are not just for fun but for the purpose of learning their place values or fractions.

After meeting with our CoL group last Thursday, I've managed to clarify in my head where I want my inquiry to go. Here is my slide I presented to my CoL group. 

Although my question is looking at measuring how much knowledge students do pick up, as a side note, I will also be observing and making notes on 'barriers'.
What barriers are preventing students from picking up the knowledge as they move through school. 
For the time being, I will be using my observations notes in class as a means of collecting data/evidence for this. This will help my address my actual inquiry question and finding new ways to accelerate learning for my priority students.

According to the Manaiakalani Teachers inquire into the CoL achievement challenges matrix, my inquiry question will be addressing: 'Increase the achievement of Years 1-10 learners, with a focus on Years 7-10, in maths, as measured against the National Standards and agreed targets.

So 3 weeks into the start of my inquiry, and I can already see students developing an awareness to the knowledge they need to have, in order to understand the strategies taught at the next level. My next steps will be measuring how effective it has been. Has there been any acceleration? how much? how do you know?

I look forward to what the next 3 weeks show up!

Thursday, 16 February 2017

Inquiry 2017 - Accelerating learning for our priority learners

Kicking off our inquiry for 2017, many of us teachers are eager to make a difference in shifting student data out of the below and well below category. But how? What can I as a teacher do to help? How can I change my teaching to cater for them? What is a priority learner? - How do I identify them? Where do we start?

Here is my starting point for my inquiry for 2017. Priority learners - Who are they? and what makes them a priority? I have identified my priority learners as that group of students who are sitting 'just' below the National Standard. I've identified these as my 'priority learners' because they have the best chance, with particular focus at filling the gaps, of achieving the standard. 

Having identified who my priority learners are, now I needed to decide what to do with them. Our school wide focus for inquiry is around mathematics. So looking at student data from 2016, I've identified a group of students who are 'AT' for addition/subtraction and multiplication/division, but are just below standard for ratio/proportions. My thinking is, if I target the learning needs of these students, the rest of the students who surround them in their groups (and will be getting the same targeted teaching/learning) will benefit from it too and therefore (hopefully) make a shift in their learning too!

Now I've reached the stage where I look at my own teaching, and inquiry into what approach I take with this group of learners that will accelerate their learning so they make more than a years progress within a normal schooling year. 

This is what I have come up with:

"Will devoting more time to number knowledge, accelerate the rate in which students pick up strategies and mathematical concepts?"

I have identified 2 areas already, based on the results from students IKAN test. Areas of concern are their place value knowledge and fractions. 

This year I have also picked up a new role as a CoL (Community of Learners) within schools. As part of my role along with "teaching as inquiry" I am also looking into what digital affordances we can provide for students which can't be done without chromebooks. 

So along with my inquiry into maths - targeting number knowledge, I also want to create activities which involve our "Learn, Create, Share" model rather than substituting activities which students can still do without the use of a chromebook.

It is no small feat what we are trying to do, but as I delve more into my inquiry and start putting things in place, I hope to update you with positive progress during this process. So watch this space!!

Thursday, 9 February 2017

Teaching as Inquiry 2017

“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 maths, as measured against National Standards and agreed targets. My focus question is:
How can I accelerate students learning in maths through the teaching of number knowledge within a Learn, Create, Share pedagogy? 

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.

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

Label Key:

Learn - Gather Evidence
Create - Make a plan
Share - Publish
Learn - Scan
Create - Try new things
Share - Co-teach
Learn - Identify Trends
Create - Innovate
Share - Model
Learn - Hypothesise
Create - Implement
Share - Guide
Learn - Research
Create - Reflect
Share - Feedback
Learn - Reflect

Share - Reflect