Summarise evidence of key shifts

2. Summarise evidence about key shifts in the problem of student learning.

My 2 catalytic areas of focus for this inquiry was targeting reading mileage and vocabulary acquisition. I found this really difficult to get started due to my target students poor self-esteem and attitude when it came to reading. This showed up in one of my first student voice surveys which I shared in my blog post about preliminary findings.

The above are the shifts in reading levels and reading ages made this year alone. The table below shows their shifts over the past 3 years. This is to show the comparison to what had been their 'norm' in terms of shifts in reading, compared to the shifts they made this year alone.

As you can see, student FM made no shift in reading levels for 2 years and only made 1 shift last year. This year he has shifted up 4 levels in his reading! That is an incredible feat and achievement for him,

Student AV only arrived in NZ in 2018 and made no shifts that year. This year she made a whopping 8 level shift! I have a feeling she may have been put at the wrong level to start with due to the miscommunication and language barrier at the start of her journey in NZ.

Student LL made a combined shift of 5 levels over the last 3 years. She has made the same shift this one year alone.

Student SK has had a history of missing out on testing that she's only been on record as moving 2 reading levels over the past 3 years. She is very thrilled to have moved up 6 levels this year.

Student PT is new to NZ and Pt England so does not have any past data to compare with.

Student AT has missed almost half the year of schooling and is yet to return in Term 4. He has done well to make 4 levels shift in reading compared to 4 level shift over the last 3 years combined,

Student GW looks like he actually peaked last year with his reading shifts. That might explain why it was very hard to make shift this year. He only managed to shift in the second half of the year.

Student RF has maintained a high shift in reading levels last year and this year. This is great compared to no shifts made in 2017.

Another area of learning that showed shift, was the student voice data that was collect at certain intervals throughout the year. Here is the link to the slides.

CoL Inquiry - SHARE checklist

I will be adding to the SHARE labels more next term as I work towards the end of year goals for my target students, extension students and my maths class as a whole.

One of the areas I need to be more explicit about is the Model/Guide section as this is split into 2 separate labels in the framework.

Publish	What happened as a result of the changes? Share evidence (artefacts of student learning, DLOs) and effective strategies.	Extensions students Hands on Geometry
Co-teach	What if my plans didn’t work? Are there different approaches?Who can help me? Peer observations, video analysis of my practice.	T3 checkpoint - Staff presentation CoL teachers leading staff meeting @ Pt England
Model / Guide	How can my findings and experiences support my peers? How is this shared?	Extensions students Strand data - pre test It’s the little things that matter
Feedback / Feedforward	What are my next steps? How will I sustain effective practice? Learner feedback? New goals?	T3 - Update on target students
Reflect	“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	T3 - Update on target students T3 checkpoint - Staff presentation Reflection on Geometry

Term 3 - Update on Target Students

Isn't it great having a 3rd year student teacher who is on their last practicum and on 5 weeks of full control?? Well believe me when I say it is just BRILLIANT! Personally I wish all classes had 2 teachers in it.

My point is, now that my student teacher is on full control, I've had time to actually sit and work 1-1 with my 'target students' who were identified right at the start of the year. These were the students who were sitting just below the national standard and needed that extra support to get them there by the end of the year.

Take a look at my table below

By looking at this - mid 2017 data - it's actually hard to believe that all these students used to be in the same maths group at the start of the year. This term they are now spread out over 3 groups (indicated by colours).

This is a continuation of my previous posts: Make a plan and student voice.
Some of the changes I have made in my teaching are:

• Assigning homework each day (paper)
• Teaching using Maths Whizz links
• Sharing with students visual representations of all the stages and describing what the thinking/maths talk sounds like
• Using actions as prompts when teaching

While I was working 1-1, I also addressed and asked students why some of their results went back in GLOSS. Their replies gave me hope and confidence that they can make it to 'at' by the end of year. Some of their replies were "I'd forgotten how to do it... the wording of the question confused me... I just went blank Miss, I got confused with what to use - I kept using repeated addition and not my timetables..." 

One of my 'light bulb' moments was reading some of my student teachers observation notes of me during last term. She saw and recorded some of the things I did and said. It made me reflect on my teaching and think "oh wow -thats good that I'm actually really specific about that" and some points where I was also "Oh don't do that!" or "did I really say that?" and "oh that's why it worked/didn't work. 

It also worked the other way too where I'm observing her (my student teacher) and thinking "Hey that was a really good way of seeing if they understood - I'll try that next time too".

Keep an eye out for my next blog for an update on the rest of my maths class!

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.

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