Monitoring, Recording, and Tweaking – What have I found out?

Share data that you have collected/ recorded about the implementation of your changed practices or intervention

Describe the evidence you have so far about the effects of your changed practices or intervention on desired learner outcomes and how you summarised and recorded these

Towards the end of Term 3, I began to record our problem solving lessons in order to observe myself and the learners during the process. It became apparent that the recordings were not showing the progress I had anticipated.

My main reflections from rewatching these lessons were:

• Providing the learners opportunity to act out and draw the problems aided in their comprehension of the problems. 

• Learners were confident working through the first part of the framework, where they noticed and highlighted the important information of the problem. However, the rest of the framework needed to be worked through together with the teacher. 

• I am explicitly teaching and modelling the specific Learning Process thinking skills: Notice, Find, Plan, Group and Solve support learners to solve maths problems.

The recordings have allowed me to pick up on any of the learners misunderstandings in number knowledge, strategy or mathematical vocabulary. This informed my number knowledge/strategy workshops for the following week. 

Explain  

This inquiry has made me reflect that both myself and the learners are at an emergent stage of the problem solving journey and I have made tweaks along the way. In Term 2, I was observed teaching problem solving and it was noticed that we were creating problem solving tasks that were more an ‘application’ type of task. This feedback allowed me to tweak my learning design and it meant that now the tasks had many possible answers, instead of just one. 

Open ended mathematical applications to allow learners to:

• Develop problem solving strategies

• Demonstrate use of mathematical knowledge

• Build further mathematical knowledge

• Experience meaningful contexts for mathematics

Mid Year Data

At Stonefields School we have had an update of our mid-year data. Below is the Whole School Snapshot for our Maths OTJ’s. 

Year 3 Shift Data:

The overall year group shift data uses matched data to show how different year groups have made more or less than expected shift in the last 12 months. Year 3 saw an overall increase in the number of learners moving from working within to working towards expectation. This negative shift helps affirm my target group as they are all Year 3 learners currently working towards Stage 5. 

This data gives me motivation to keep up the mahi in my inquiry so I can see positive change in the data at the end of year.

Reflecting on my Data...

Reflecting on the data, I have changed tack. I’ve come to realise I have a few 'cuspy' learners in the group who I feel will be easier to shift. Whilst I will still work with the other learners, these will be my new target group.

Here is the baseline data reflecting my new target group =

Learner Voice & JAM Data:

Target Learner 1: Male, NZ European, Year 3, Student Support Level 3

Target Learner 2: Male, Filipino, Year 3, Support Level 2 

Target Learner 3: Female, Korean, Year 3, ESOL 

Target Learner 4: Male, NZ European, Year 3

Target Learner 5: Female, Other Asian, Year 3

The JAM assessment shows areas of gaps in their number knowledge and strategies as detailed in the modules. The learner voice allows me to hear how they feel about maths problem solving and what challenges they have in their learning. 

School Talk Gap Analysis:

The SchoolTalk progressions are also showing the gaps in the learners number knowledge and addition and subtraction strategies.

Hauora/Wellbeing Data: 

I analysed the data of the Te Whare Tapa Wha 'wellbeing tool' with my target group and the rest of our hub. It will be interesting to see at the end of term 2 the shift in their individual recognition of their own wellbeing. 

Agency Self Perception Data:

I also analysed the data of the Agency Self Perception tool with my target group compared to the rest of our hub. I hope to see these learners perception of themselves as an agentic learner increase later in the year. 

 

Looking at this baseline data my reflection is that learners have gaps in their number knowledge which make problem solving difficult and learners are unaware they have multiple tools/supports to help them in this learning.

Baseline Student Data and Evidence

Learner Voice & JAM Data:

Target Learner 1:  Male, NZ European, Year 3, Student Support Level 3

Target Learner 2:  Male, NZ European, Year 3

Target Learner 3:  Male, NZ European, Year 3, Student Support Level 3

Target Learner 4: Male, Filipino, Year 3, Support Level 2

Target Learner 5: Female, NZ European, Year 3

Target Learner 5: Female, Korean, Year 3, ESOL

The JAM assessment shows areas of gaps in their number knowledge and strategies as detailed in the modules. The learner voice allows me to hear how they feel about maths problem solving and what challenges they have in their learning. 

School Talk Gap Analysis:

The SchoolTalk progressions are also showing the gaps in the learners number knowledge and addition and subtraction strategies.

Hauora progressions & Wellbeing Data: 

	Taha Tinana	Taha Hinengaro	Taha Whānau	Taha Wairua	Taha Whenua	Combined
SW Inquiry group	3.58	3.50	3.83	3.58	3.50	3.60
Hub 8	3.37	3.28	3.50	3.46	3.54	3.43
Difference	-0.21	-0.22	-0.33	-0.13	0.04	-0.17
Percentage Difference	-5.97%	-6.31%	-8.70%	-3.54%	1.04%	-4.77%

I analysed the data of the Te Whare Tapa Wha 'wellbeing tool' with my target group and the rest of our hub. It will be interesting to see at the end of term 2 the shift in their individual recognition of their own wellbeing. 

Agency Self Perception Data: 

	Self Aware	Assessment Cap	Collaboration	Using Tools & Strategies	Resilience	Take Action	Combined
Hub 8	3.28	3.03	3.01	3.05	3.10	3.19	3.11
SW Inquiry group	2.47	2.36	2.33	2.72	2.50	2.42	2.47
Difference	-0.81	-0.67	-0.68	-0.32	-0.60	-0.77	-0.64
Percentage Difference	-24.62%	-22.06%	-22.57%	-10.62%	-19.27%	-24.26%	-20.64%

I also analysed the data of the Agency Self Perception tool with my target group compared to the rest of our hub. I hope to see these learners perception of themselves as an agentic learner increase later in the year. 

Looking at this baseline data my reflection is that learners have gaps in their number knowledge which make problem solving difficult and learners are unaware they have multiple tools/supports to help them in this learning.