Putting PD into practice - Share/Model/Record

One of the 'gems' I shared in my previous post from Jo Knox's PD was how she worked her sharing time in small group situations. If one pair was sharing, another pair was modelling using materials (how that group solved their problem) and the other pair were recording it on paper. 

So I tried this out in class and it worked brilliantly! Previously, sharing time normally consists of the person(s) sharing to me but hardly anyone else in the group is listening. They are either distracted or trying to sort out their own problem ready for their time to share.

So this method of sharing is a great way to ensure that:

1. Everyone is engaged
2. You cover a triangulation of oral explanation, numbers being manipulated in an equation, and also what it looks like on hard materials. 
3. Once all 3 groups have shared, students would have been exposed to 2 or 3 different ways of solving 1 problem!

I'd encourage anyone and everyone to give this method of sharing a go. It definitely adds a much needed scaffold to the learning process.

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

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