Math Practice Intensive Day #2

 Know Your Learners

I arrived late to today's session as my release teacher was unwell and we couldn't get a reliever, so after sorting and splitting my class, I arrived to find I had miss quite a bit. 

What makes a confident math teacher?

An activity we did was using Canva to gather our ideas about what we do in our Math teaching. Focus on one tool and nail it, then extend. The sticky notes tool is awesome. I think Canva will be the tool that I explore and use as a focus for my ākonga for the rest of the term. 

Teacher Confidence Survey:

I found some of those questions a bit daunting on the first look and needed time to work through them. I do like challenging questions that we can work through as a class.

Assessment 101 - This sits within the first pillar of Mathematics practice. Planning for ambitious outcomes.

We have some posters that were shared last year that are similar to this and were designed in kid-speak, so I should hunt for those. It would be good to gather some information to see what kids think makes a good mathematician. I'll have another look at the student survey and do another session on a mathematician profile to see what this year's group are thinking.

This was looking at the data we gathered in our classes. I quite liked this discussion with my ākonga and had some surprises. 

One of the parts I thought was interesting was when I shared our end of year data showing where students were sitting, and the part in the profile survey that showed very little math learning at home. I was expecting to find that students might say something along the lines of, we could do more math practice at home, but it wasn't mentioned.

The first one is about the learning that has taken place, which we find through assessment. So far this year, I have identified a few students who don't like Math and think they are no good at it. Some growth mindset work needs doing and referred to regularly.

With Math No problem being targeted at the students' year level, some students are finding the expectations too high. I think it's important to maintain high expectations and support them in different ways, so they can reach these goals and targets. I had a couple of those students 

Teachers need a working knowledge of the curriculum and assessment tools. We need to read more widely to enhance our learning and look at current pedagogy. Continuously monitor learning and progress. Progression frameworks can still be used while we wait for the Ministry's release of assessment.

The informal is based around the individual student. Assessment is for the teaching and learning in the classroom. Use a range of measurements to ensure that our judgements are accurate and fair. 

Formative assessment is happening all the time. Summative assessment is done at the begining and end of the year, and also include what schools do.

Ensure the learner understands what success criteria means and the reason why we are doing what we are doing. 

Once we have assessed, we can plan for our ākonga. 

Here is an example:

This break out group activity looked at what forms of assessment we do, what data we collect, what we use it for and how is this shared with learners. 

Assessment Data and Planning

Manaiakalani use PATs to collect and compare data from the beginning of the year to end of year. 

Looking at our data through NZCER. 

We haven't done our PATs this week due to all of us teachers being out. 

This tells how our students did and the red triangle shows the national norm.

When looking at the dashboard, look at the strand part and you will see how students performed and what might need to be looked at on a deeper level. Click on the question icon and you will see the question, the correct answer and the percentage of who chose what, which shows misrepresentations. 

Look for where your class is significantly lower than the national norm. On the individual report, look at omitted questions and see why. This can then inform your next steps for planning. 

ARB's can be used for student workshops.

The Individual Item report, in some questions, you can see possible misconceptions. This will help with 

I think I need to look into the static and adaptive tests. Adaptive might 

PAT is not yet aligned with the curriculum. 

We had a deep dive in PAT data, so I looked at last years Year 5s. I just didn't get enough time to do this during the session, so will come back to it.

Teacher Workbook

The teacher workbook for Math, is intended to be a one-stop shop for your teaching, assessment and learning in Mathematics.

Check where our long term plan to ensure we are covering all areas. Always map back to the curriculum. The workbooks and supplementary resources we have, may not be aligned with the curriculum. Teaching sequences are within the teacher wokbook...nice. I love the checklist that can support with coverage. I'll be using that. 

Planning

Class Sites for Teaching and Learning

We completed a Padlet to share our current status for how we use our learning sites.

 Check out: https://www.mathfactlab.com/

Developing Assessment Capable Learners

Learning intentions are clear and don't need the context.

Wondering: Do I copy learning from the Math No Problem site and put it on my slides and site??

It is important to include students in this process. How do we do this? (Not very well by the looks). 

This idea seems simple and easy to interpret.

I quite like this because ākonga can see exactly what skills we are working on and fill in the boxes when they are confident with each skill. It will also be a great thing to share with whānau through Hero and end of term reporting. 

This was a great task and a reminder about using learning intentions and success criteria. 

Math Talks: Quick Images / Subitising

Fits through all Pillars of Mathematics Practice

Talk Moves - The strategies to support communication. 

Wait time gives opportunities for learners to think and process. It can also be an enabler and extender by We don't need to have hands up as other learners might stop thinking. Be respectful if you've got the problem solved so others can think at their own pace. 

Revoicing and repeat helps to keep students engaged. Other students can explain what one student has said. Turn and talk.

For subitising, show the image for a few seconds. 

I have seen the subitising dots before watching this video, but not the follow-up conversation and sharing of thinking. Insert video from youcubed.

We had time to create our own images and questions to use in our classes for subitising. 

My Next Steps:

Check out Tahurangi for the planning sheets.

Have a look at Rich Tasks, because often I'm not sure about what makes a task rich. 

For this task, we had a look at two examples of taskboards and took screenshots of the different parts of it. I thought was a valuable task because it helps to make sure that we are including 

Reflection 

I feel like I need a few days to get my lil ducks in a row and my head around how I will plan and implement my new learning alongside the curriculum and our Math No Problem supplementary programme. A wise place for me to start might be setting up my taskboards, however I still have a few wonderings about how I will do this. Hopefully, the PATs that we will be doing next week, will shine some light on groupings and how I will fit things in. No doubt, this will be on top in my thinking and pondering. 

Mahi Kāika