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.'