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.

Tools/measures/approaches

The tools, measures, and approaches that will help gain an accurate profile of my target learners are using their JAM data as well as schoolwide tools including the Agency Self Perception tool, learner voice about the thinking skills in the learning process, and schooltalk progressions.

Learner Voice = I will use this to measure students’ understanding, help pinpoint what challenges they still have in their learning. This will also help me understand what tools are helping the students and what their next steps are.

JAM Data = These assessments will be taken during Term 1 and Term 4. In Term 1, I will use the results of these assessments to see what the learner’s gaps are and Term 4’s samples will be used to compare and see the progress the learners have made throughout the year.

School Talk gap analysis data = This data will show whether learners have progressed in particular number knowledge progressions.

Anecdotal notes =  Throughout the year I will be observing the learners during problem solving and recording this qualitative information to identify learners' needs, track progress and capture any rich dialogue. 

As stated in my last post, my learners' wellbeing is another important focus of my inquiry. I will be collecting data from the Hauora progressions on School Talk and our Stonefields Agency Self Perception tool.

 

2022 Inquiry!

The stand out takeaway I took from the first Kāhui Ako meeting was related to Russell's inquiry about having "present, happy, healthy, engaged ākonga who are learning in the goldilocks zone". I feel this is really important as the learners I am teaching this year have had most of their schooling journey interrupted due to the COVID pandemic. Taking this into account…

I am wanting my inquiry to focus on the well-being of my learners - how they feel about their learning and their confidence. I can gather evidence from the Hauora progressions on SchoolTalk as well as our Stonefields Agency Self Perception tool. 

I have a group of learners that are working below where they should be for maths with gaps in their number knowledge. This is evidenced in School Talk gap analysis and their PAT results. I have identified that these learners are either ESOL or are on our Student Support register. This year I have moved to a Year ¾ hub and the challenge of student learning I plan to focus on is maths problem-solving. 

When chatting with Anita Unka (CoL teacher) we discussed using the Manaiakalani pedagogy of Learn, Create, Share as a guide for my inquiry focus. There is potential for my students to learn a new method to solve maths problems, they can then create resources (I'm interested in the app Google Jamboard) to showcase their new learning and share this with other children to help them! 

I also spoke to Gina Harduar (Associate Principal) about my planned inquiry focus. Part of our Stonefields Strategic and Annual Plan 2022 is how we are using the Learning Process to promote and engage learning.

We discussed my learner's PAT data and it was highlighted that problem-solving was a big need.

Here are some of my wonderings…

How do I create a step by steps to figure out the word problem?

How do I model thinking skills to help learners figure out a problem?

Can there be visuals to support this?

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.