Bursts & Bubbles - Celebrating my 2022 Inquiry!

 

Presentation

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

Tohatoha | Share Staff Meeting

Last week, myself and educators from around the country were able to kōrero, connect and share what is currently happening in our akomanga. It was great to hear the new knowledge and skills they had acquired and the resulting changes they had made in their practice. 

Thank you to all the participants, I am grateful for the rich dialogue and resources shared:

DIMIC

Special Addition Marie Hurst 

Master the curriculum 

White Rose Maths

AMA Auckland Maths Association

Bruce Moody 

Wilkie Way Maths Charlotte Wilkinson

Bursts & Bubbles - Celebrating my 2021 Inquiry!

 

Whānau voice / Student voice Distance Learning Edition!

Last post I discussed how I wanted to gain learner and whānau voice about their writing learning at home and how I can support them. Here is what was shared:

 

These ideas will be further developed in our Digital Learning Conversations next week where we will have the opportunity to mutually share insights, progress and achievement and discuss the learners next learning steps.

Aug-Oct Lockdown & Distance Learning Reflection

With most of Term 3 in lockdown due to Covid-19, distance learning has been the ‘normal’. With this, come some challenges in keeping the momentum of my inquiry going. I have tried my best and adapted my inquiry to make it work for all my learners during distance learning. Manaiakalani’s Learn, Create, Share pedagogy has been my guide and put my students at the very centre of their learning. 

Here are my reflections:

We have used an integrated approach, linking our concept learning about Space with the curriculum learning areas of Reading, Writing, Maths and Science. 

The learners have impressed me with their device readiness, showing etiquette in the new digital classroom environment. They are communicating using the Google Meet hands up tool and muting microphones on and off with ease. 

Learners have created so many rich records of learning. These have been shared during our workshops and on Padlet. We have been able to provide feedback via the Padlet and SchoolTalk. It was great to see learners writing comments on each others posts as well.

Target learner 1: Male, Year 1 Sri Lankan 

 Target learner 2: Female, Year 2 NZ European

Target learner 3: Male, Year 1 Chinese

Target learner 4: Female, Year 1 Sri Lankan

Target learner 5: Male, Year 2 Russian

Target learner 6: Male, Year 1 NZ Polish

This evidence identifies formative feedback of students progress which was recorded on SchoolTalk for writing learning progressions. 

Term 3’ distance learning has highlighted the importance of involving parents in this process as well. Throughout this lockdown period, we have had high whānau engagement and interaction, it really feels like we are all in this together. In Week 8 and 9, I spoke with each family and discussed their child’s challenges and successes of distance learning and what learning they were most engaged in. I recorded these connections using the Whānau Kotahi tool so I can monitor the engagement and level of relationships.

As distance learning seems to be continuing for this term, my next step is to gain learner and whānau voice about their writing learning at home and how I can support.

TOHATOHA - Manaiakalani SHARE!

I was fortunate to facilitate a Share meeting just before we went into the latest lockdown.

Myself and educators from around the country were able to connect and share strategies around writing and our learners. We had rich dialogue, lifted each other and shared resources. Thank you ladies for your openness, you have inspired me!