sHOWING EVIDENCE IN MY INQUIRY
Q. How can we build confidence in our priority students, to accelerate achievement in mathematics?
Week 5/6 March 2017
As a team, we have started focusing on our Tier 2 students. I have reviewed students information from last year and have spoken to teachers from last year.
Anika is working hard with her maths and is showing great application. She is able to use number lines to solve addition and subtraction equations confidently. She is also attempting to use algorithms to solve these same problems. Anika is able to solve multiplication and division problems by using known facts and problem solving skills. Her next step is to use known multiplication facts to solve problems that involve fractions, ratios and proportions.
Brianna has come out as s6 in all areas of GLoSS. Her focus needs to be around basic facts e.g. 7x_=72 and addition with decimals to two places. She is also s6 on ikan and needs to work on backwards forwards sequencing. up to 100,000
Sam has achieved s6 for add/sub and pro/ratio. For mult/div he has achieved e6. he needs to work on basic facts e.g. 8x_=72. With Ikan he has reached s6 and needs work with ordering fractions.
Claudia has reached s6 with add/sub and s5 with mult/div and has not attempted any por/ratio. She needs to build confidence with proportion and ratio. Through Ikan it is identified that she needs to work on ordering fractions. Her level for e asttle is 3p.
Manaia is at s6 add/sub and pro/ratio and e7 mult/div. Manaia needs to focus on fractions of a number. She is 2a with easttle.
Deacon is e6 add/sub, s6 mult/div and s5 with pro/ratio. he needs to work on fractions of a number. He is s5 with Ikan and needs to work on place value.
Click on link to view barriers and strengths Tier Document
What will I do next? See below for in the focusing section where I have shared what 'Direct Acts of Teaching' I will take to support my students.
Link to PTC's: The above example shows how I am attempting to develop a learning relationship with my 6 Tier 2 students (PTC 1). My assessment shows I am working with other team members to accelerate Tier 2 learners (PTC 1, 4, and 5). I have also analysed previous assessment to identify math goals (PTC 11).
In the examples above I have used a numeracy booklet created by my team leader, E Asttle and IKAN for assessing the strategy stages of my students, I have marked and analysed the strategies that they are using and have marked on the booklet where they need to be at the end of the year.
After scanning my Tier 2 learners, I then focused on two actions.
- To develop deeper learning relationships with my Tier 2 students and their parents/whanau.
- Two of these learners are Maori. I took advice from the Culturally Responsive learning team to develop informal connections with whanau. I have embedded te reo commands into my daily routines and one student shares their mihi each morning. Link to PTC's: My assessment shows I am working able to analyse Tier 2 learners (PTC 1, 4, and 5). I have also analysed previous assessment to identify math goals (PTC 11).
After analysing the strategy stage booklets and other data gathered it was obvious that in add/sub the majority of the Tier 2 children were struggling with addition and subtraction of large whole numbers. My planning shows how I have planned to teach several strategies to these groups.
Group: ÷ and Conquer (7)
Angela T1
Cohen T1
Kody T1
Kade T1
Jessica T!
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Group: Everyday I’m Calculatin’ (6)
Abbie T1
Cian T1
Daisy T1
Anika T2
Brianna T2
Lucy T2
Samuel T2
Manaia T2
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Group: 2 ∞ & Beyond! (E6)
ack T3
Deacon T2
Claudia T2
Jenna T2
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Group: Number Ninjas (5)
Noah T3
Shiketa T3
Cassidy T3
Dylan T3
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Group: Number cruchers (4):
Aiden T4
Ayden T3
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Learning Goal:
Understand addition and subtraction of fractions, decimals, and integers.
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Learning Goal:
Use simple additive strategies with whole numbers and fractions.
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Learning Goal
Use simple additive strategies with whole numbers and fractions.
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Learning Goal:
Use simple additive strategies with whole numbers and fractions.
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Learning Goal:
Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.
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.Workshop
Teaching Fractions Decimals and Percentages (Book 7) Comparing Apples With Apples (65)
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Workshop
Teaching Addition and Subtraction (Book 5) Addition and Subtraction on the Number Line (56) Problems Like + 29 = 81 (57)
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Workshop
Teaching Addition and Subtraction (Book 5) Addition and Subtraction on the Number Line (56) Problems Like + 29 = 81 (57)
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Workshop:
Teaching Addition and Subtraction (Book 5) Addition and Subtraction on the Number Line (56) Problems Like + 29 = 81 (57)
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Workshop
Teaching Addition and Subtraction (Book 5) More Ones and Tens (38)
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Maths
Monday
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Tuesday
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Wednesday
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Thursday
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÷ and Conquer
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Workshop with Teacher.
Teaching Fractions Decimals and Percentages (Book 7) Comparing Apples With Apples (65)
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FUA: Continued
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Independent activities
Target time sheets
Basic facts board
Number board
Khan academy
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Complete FUA after conferencing.
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FUA:
Teacher based activity
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FUA: Continued
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Workshop with Teacher:
Conferencing with teacher (feedback feed forward).
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Independent activities continued.
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Everyday I’m Calculatin’
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Independent activities:
Target time sheets
Basic facts board
Number board
Khan academy
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FUA:
N3.3 Slippery Slope (8) N3-4.1 Money Everywhere (1)
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Independent activities:
Target time sheets
Basic facts board
Number board
Khan academy
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Workshop with Teacher:Conferencing with teacher (feedback feed forward)
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Workshop with Teacher:
Teaching Addition and Subtraction (Book 5) Addition and Subtraction on the Number Line (56) Problems Like + 29 = 81 (57)
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FUA: Continued
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Independent activities: continued
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Complete FUA after conferencing.
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2 ∞ & Beyond!
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Independent activities:
Target time sheets
Basic facts board
Number board
Khan academy
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Workshop with Teacher
Teaching Addition and Subtraction (Book 5) Addition and Subtraction on the Number Line (56) Problems Like + 29 = 81 (57)
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FUA: Continued
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Workshop with Teacher.
Conferencing with teacher (feedback feed forward)
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Independent activities continued.
Target time sheets
Basic facts board
Number board
Khan academy
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FUA:
N3.3 Slippery Slope (8) N3-4.1 Money Everywhere (1)
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FUA: Continued
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Complete FUA after conferencing.
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Number Ninjas
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Independent activities:
Target time sheets
Basic facts board
Number board
Study Ladder
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Independent activities continued.
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FUA:
N2.1 Hip Hup Hop (8) N2.1 Weka Wobble (11)
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FUA: Continued
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Independent activities continued
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Workshop with Teacher
Teaching Addition and Subtraction (Book 5) Addition and Subtraction on the Number Line (56) Problems Like + 29 = 81 (57)
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FUA: Continued
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Workshop with Teacher:
Conferencing with teacher (feedback feed forward)
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Number Crunches
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Independent activities:
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Kahn Academy
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Workshop with teacher
Teaching Addition and Subtraction (Book 5) More Ones and Tens (38)
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FUA: Continued
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Independent activities continued
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FUA:
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Workshop with Teacher:
Conferencing with teacher (feedback feed forward).
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The work from my modeling book matches up to my planning. The work is a progression through the different strategies of add/sub starting with basic jumping the number line to don't subtract add and compensation. I used these strategies first to show how the numbers worked together so they would have a better understanding of addition and subtraction with algorithms and the way the tens move to the hundreds and vice versa.
This is also reflected in the work in the student's books.
Refer to strengths and barriers in Tier document.
- Taking action
What can we do differently to make enough of a difference? "Genuine inquiry needs space to take risks, make mistakes, and try again – and again". Changing things can also feel risky for some learners who then resist change, and in turn bring concerned parents. We need to build understanding for all, right from the outset.
After an observation the question was put to me am I allowing my students to struggle enough?
