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?