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. 

Manaiakalani Maths practise Intensive - Day 1

Today was the first day of the Manaiakalani Maths practise Intensive (MPI), a 9 day maths development course aimed at equipping teachers with the necessary skills and knowledge to teach maths effectively. 

For part of the day we reflected on the Pillars of Mathematics Practise. We asked ourselves what elements are we doing well in and what elements need attention. I found this a productive and worthwhile exercise. In the business of teaching you often don't have the time to do this, or if you do it gets taken up with something more pressing.

From this reflection I came away wanting to focus on developing extended mathematics discussion in my practise. Years back I did a lot of this, particularly when our school was adopting the Developing Mathematical Inquiry Communities (DMIC) pedagogy. However, in recent years I haven't been using discussion based leanring in maths. I look forward to teaching my students about the Ground Rules for Talk and developing their ability to robustly discuss maths problems and to share and justify their thinking.  

I was also interested in how I could integrate other curriculum areas into maths. Because I see another group of students for literacy I have often shied away from integration in maths however, I see the benefits am looking forward to embracing the integration challenge. Stay tuned for more updates.

Teaching as inquiry target group

Inquiry Focus Question

How can I enhance the enjoyment levels of reading for my students and what effect will this have? 

My target group for my teaching inquiry is made up of 6 year 7 & 8 children -  2 girls and 4 boys. 

Through the reading survey, all 6 children indicated they were not reading a book for enjoyment and they do not enjoy reading. 

NAME	YEAR	GENDER	READING AGE
JF	8	Boy	14
NG	8	Girl	13.5
NM	7	Boy	13
JF	7	Boy	12
TR	8	Boy	12
OV	7	Girl	12

Manaiakalani Class OnAir 2024

This year, I am one of the Manaiakalani Class OnAir teachers. My focus is to demonstrate and showcase content form the Manaiakalani Reading Practise Intensive (RPI) I participated in last year. The RPI is a reading professional development course that seeks to equip teachers with the necessary skills to effectuively tecah reading in the 21st century. You can read more about this by reading my posts from last year. 

My first Class OnAir episode is complete. A full lesson plan, video and reflection can be found here.

Teaching Inquiry 2024

 Inquiry Focus Question

This year my inquiry focus question is very similar to my focus from last year: 

How can I enhance the enjoyment levels of reading for my students and what effect will this have?

I selected this focus because, generally speaking, my students do not read for enjoyment. A recent survey indicated about 1/2 of the students were reading a book for enjoyment however when asked about the book they were reading many struggled to talk about it. I wonder if they filled in the survey with the information they thought I wanted to hear.

I will be giving my students another survey to dig into this a bit deeper.