Teaching as Inquiry Framework

We are now half way through the year. In our first CoL meeting of Term 3, one of our first tasks was to take a look at our progress so far in terms of where we are in the teaching as inquiry framework. Here is what I used to organise my thoughts when I shared with my inquiry group.

Mid Year GLOSS outcomes

In preparations for our mid-year reports, the GLOSS test was done for all our students across the school. I quite like this time as it gives me 1-1 time with students and an insight into how they actually think without the influence of their peers. 

Target group outcome:

• 4/6 students made improvements - 67%
• 1 made significant movement - moving from 'below' 2016 to 'at' mid year 2017.
• 1 made no shifts in gloss stages
• 1 went back in stages

Whole class outcome:

• 18/28 - made a shift up in one or more area of the gloss test - 64%
• 5 students completed the whole test
• 8/28 students - went back in one or more areas of the gloss test - 29%
• Majority of those who went back were 'Above' standard in 2016

What did I get out of this?

• New groupings - special focus on extension students and those just below the standard.
• Sorting out my 'clean data' - Why the backwards shift? Lots of discussions with students why they think so - looking back at their last gloss test - generated good discussions.
• Identified small gaps that can be addressed using quick games rather than a whole class/whole week focus

Points of Interest:

• Parents interviews had parents questioning the transition to high school - areas of weakness for students moving from intermediate was the coverage of strand and science
• Focus of statistics in Term 2 - Maths vocabulary was an improvement. But no way of measuring how much they actually learnt