Manaiakalani Maths practise Intensive - Day 3

Today was the third day of the Manaiakalani Maths Practice Intensive (MPI), focusing on planning an effective math program. Here are some reflections on the content I found particularly interesting.

Weekly Timetable

I was particularly interested in the discussion about structuring a weekly timetable for a class. In the past, I have used a tumble/rotation system, but it has always been challenging for students to complete their tasks or follow-up activities due to insufficient time.

Georgie introduced a new approach today: a tumble system where, aside from the time spent with the teacher, students have the freedom to choose what they do during the other slots. This method fosters student agency and allows them to take control of their learning.

I am eager to explore this approach. While I anticipate it will require significant scaffolding initially, I believe it will be beneficial in the long run.

Tracking my kid's progress

Another area I’m interested in improving is tracking my students' progress against the curriculum. Although I have the maths progressions as a starting point, I would like a spreadsheet with a more granular breakdown of achievement progression, such as knows times tables from 1-10. This detailed tracking would be extremely helpful in monitoring progress. I am hopeful that once the new curriculum is finalised, such detailed progressions will be included.

Independent activities

We had an opportunity to explore independent learning activities for children to do when they are not with me. I'm looking forward to trying out some of the activities listed below. My hope is to find something fresh and engaging that will be beneficial for my kids. While I already use independent activities, they could use some refreshing. The challenge I see is finding the time to track my children's progress on these independent activities.

Manaiakalani Maths practise Intensive - Day 2

Teacher Workbook

Day 2 of the MPI brought a great bunch of things to think about and work on. I was particularly interested in the Teacher workbook that was highlighted. Essentially this is a one-stop shop spreadsheet that contains all the information you would need to plan and track your teaching and leanring. Some of the big pieces included:

• Student assessment data
• Responses to student maths profile survey
• Long Term Planning Coverage
• Weekly planning sheet
• Curriculum leanring intentions for the various year groups

When I initially saw the workbook it was easy to get overwhelmed by all the tabs and the amount of possible information it could hold. However, I can see how it could be very useful in planning and tracking leanring and I'm looking forward to putting it to use. I like the idea of having everything in one place to plan and track for leanring rather than multiple spreadsheets, documents and sites etc.

Student Task board

I was also interested in the suggested student tasks boards. Like the planning doc, it was initially quite overwhelming with a load of content but I can see how if it was dialled back a bit it could be very helpful for our learners. I'm particularly interested in including more student choice into my practise.

 

Maths Student Survey Responses

I recently gave my maths class a survey about how they view themselves as mathematicians. The results were interesting. Below I have shared some reflections from the data. There was a total of 28 responses from individual students.

How do you feel about maths?

1) I hate maths  -  4) I love maths 

43% either hated or disliked maths. I would like to dig deeper and find out why these children feel this way. My hope is that by the end of the year we will have a more positive result to this question.

Do you feel confident when solving maths problems?

1) I'm not confident at all  -  4) I feel very confident

Does your teacher think you are good at maths?

1) No the think I struggle  -  4) Yes they think I'm really good 

I was initially surprised by this response because I thought more of them would have picked 3 or 4. Upon reflection I wonder if a better question could have been 'Does your teacher believe you are capable of achieving in maths'. The reality is, some children do struggle with maths, they know it and the teacher knows it. It would be ignorant for a teacher to believe a child is good at maths when clearly they struggle however hopefully teachers are believing their children are capable of achieving despite them struggling.

Do you like your maths problems to be:

1) Easy -   5)Hard

I found it interesting and reassuring that 36% wanted reasonably hard or hard problems. I assumed it would have been less. I suspect the 50% that selected 3 want problems that aren't to hard or too easy but somewhere in the middle like the Goldilocks Zone.

Overall, these survey results gave me some great things to think about. They have actually given me more questions than answers however that is a good thing and I'm looking forward to finding out more.