2019 INQUIRY
INQUIRY QUESTION
Q - IF I DEVELOP A POSITIVE SELF BELIEF IN TEACHERS AROUND MATHS THAN STUDENT ACHIEVEMENT WILL ACCELERATE.
TERM 1 2019
At the beginning of the term I talked to teachers and discussed what they would like help with and how they felt about maths. This gave me a good general idea about their feelings around teaching maths and where they thought their strengths and weaknesses lied. After this, Aaron and I had a discussion around capturing teacher voice. I have then sent teachers their own self assessment so they can highlight their strengths and perceived weaknesses. This also gives me a focus for when I do observations. I have put the link to the self assessments below.
MONDAY 18 FEBRUARY
During our staff meeting I asked the staff to separate into their syndicates so I could gain some insight into their beliefs around teaching and learning of mathematics. I posed them these questions:
What does a positive learning environment look like?
What does a not so positive learning environment look like?
How would your students know they are good at maths?
What dispositions will support a successful maths environment?
What are your daily practices around maths?
Yr 1/2
Y3/4
Y5/6
Y7/8
HUNCH
From all of this evidence I was able to develop my hunch. A lot of teachers were self conscious with their ability to teach maths and their lack of content knowledge was also a barrier. Furthermore, they wanted to have more engaging rich tasks. From this I was able to develop my inquiry question.
What will I do next?
See below for in the focusing section where I have shared what I will DO to support my colleagues.
I emailed all teachers and asked who would be comfortable with me coming into their class from their responses I set up a timetable.
Thursday 28th Timetable
Class Time
Kate & Greer Rm 14-15
|
11.40
|
Ange Rm 3
|
12.00
|
Jess Rm 5
|
12.20
|
Unfortunately, Jess had release on this day and I was unable to observe her teaching/learning. However, she is going to video herself with her learners and share it with me.
The focus with the observations was their self assessment. I went into the observations saw where they had marked themselves and then put in where I thought they should be. After the observations I have written up feedback and placed it in their folders, which I have made a link to below.
I have also re-emailed the staff to see who was keen to have an observation on my next release day 11 April 2019.
Ash was nervous about having an observation so I let her observe me with a focus on how I do group rotations.
TAKING ACTION
With Greer and Kate I have introduced them to talks move and given them a reading and a way to introduce it to their class.
Jason D was looking for rich tasks to introduce to his class. I have given him some resources and sites e.g YOUCUBED and nrich. I have also shared my task sheets with him that I use during maths.
After Ash observed me in class she wanted to know how I planned my lessons and rotations. We meet after school and I helped her use NZ Maths to help with her planning and shared what I did for planning.
TO help Ange I have given her feedback on her lesson and provided an example of how the students can take ownership of their modeling books.
Taking action is continuous I will be meeting with these teachers throughout the term to see how they are going and if they need any other support. Furthermore, I will be organising more observation and they will have the opportunity to come and observe me.
Term Two 2019
As part of my own learning I have visited new entrant classes to see how they teach maths (I have never taught in Yr 0-3). I was able to participate in learning through play, which incorporated number from 1- 100 and identifying shapes. It was amazing to see the engagement of the juniors and the language that they use when doing this. I also got to see how assessment was incorporated into learning through play.
During the term I invited other teachers to come and observe me teaching (statistics, stem and leaf graphs). Emma Garlic (Yr 3-4) came into class to see how she could adapt what I do to high maths achievers in her class.
I was also asked by a fellow teacher to help with planning for high achieving learners and how to find and gather resources. I helped through navigating them through NZ Maths and how they have planning guides and resources linked to each lesson. I also showed/talked about interactive learning resources and how they can be catered to the learners. Also, ensuring that all interactive sites are based around learning and not busy work
Khan
Prodigy
Polyup
Maths Breakers
Maths Starters Of The Day
NRich
Fog Stone Isle
NZ Maths
During week seven I held a workshop on learner agency around maths for the staff. I showed them how I was approaching this and the development of my learner agency sheets and the differentiation of them.
Learner agency sheet 1
Learner agency sheet 2
Learner agency sheet 3
Learner agency sheet 4
Term Two 2019
As part of my own learning I have visited new entrant classes to see how they teach maths (I have never taught in Yr 0-3). I was able to participate in learning through play, which incorporated number from 1- 100 and identifying shapes. It was amazing to see the engagement of the juniors and the language that they use when doing this. I also got to see how assessment was incorporated into learning through play.
During the term I invited other teachers to come and observe me teaching (statistics, stem and leaf graphs). Emma Garlic (Yr 3-4) came into class to see how she could adapt what I do to high maths achievers in her class.
I was also asked by a fellow teacher to help with planning for high achieving learners and how to find and gather resources. I helped through navigating them through NZ Maths and how they have planning guides and resources linked to each lesson. I also showed/talked about interactive learning resources and how they can be catered to the learners. Also, ensuring that all interactive sites are based around learning and not busy work
Khan
Prodigy
Polyup
Maths Breakers
Maths Starters Of The Day
NRich
Fog Stone Isle
NZ Maths
During week seven I held a workshop on learner agency around maths for the staff. I showed them how I was approaching this and the development of my learner agency sheets and the differentiation of them.
Learner agency sheet 1
Learner agency sheet 2
Learner agency sheet 3
Learner agency sheet 4