Teaching As Inquiry 2018: Maths

TEACHING AS INQUIRY: MATHS

Focusing Inquiry What is important given where my students are at? We will collaboratively implement the DMIC programme (focus on vertical grouping and use of rich, problem-based approach), regularly seeking feedback, reflecting and modifying our teaching practice to improve student outcomes, including a positive attitude towards maths. JAM Assessment Term 1 2018: Students have wide ranging abilities, from Numeracy Stage 0-1 to beginning Stage 5. We are using collaboration, and the DMIC approach to improve engagement and student outcomes.

Related Links  Term 1 Planning: Dorinda & Charlotte Term 2 Planning: Charlotte & Caitlyn Term 3 Planning: Charlotte teaching a mix of Room 1 and Room 2 children (regular discussion and reflection with Caitlyn re: student needs) Koru Team Inquiry Related blog post

Teaching Inquiry What strategies (evidence-based) are most likely to help my students learn? * Collaboration: planning with buddy teacher, discussing and sharing ideas then agreeing the best approach for our students * Partnering students across abilities to allow for peer teaching  * Establishing key social norms, in line with the DMIC approach * Modelling and scaffolding each partnership to use 'learning talk' e.g. taking turns, listening, asking clarifying questions, rephrasing what a partner has said, adding an idea * Expecting and encouraging all students to be responsible and share back their learning * Focusing on the 'maths story' at the start of each session and unpacking this with students, including asking students to rephrase it back to the group * Shared plenary where students listen to and share back their learning

Teaching & Reflection - (Action)

Term 1 What went well? What does the data say? * It took 3-4 weeks for the most students to develop the collaborative skills required. I worked with Dorinda, and  we trialled team teaching with smaller problem focused groups while others were independent. We worked in the same space. Noise and keeping the independent group focused were challenges, but this gave the students time to develop the collaborative skills they needed for pair work. After the initial weeks, we adapted and took half the students each, working on the same problem (no independent group) and then sharing back our observations at the end of each session.  * This ongoing discussion was fantastic - often we'd share insights that the other hadn't discovered and vice versa, and I'd take these back into my teaching the following day.  * Over the term, I improved my ability to use the sharing back circle at the end of each session. Students improved their active listening, thanks to the modelling, prompting and praise that Dorinda and I had done.  * Modelling each partnership on the skills they needed (be it listening to each other, saying the learning back to their buddy, explaining something a different way) was useful. Those who needed more support with this got that support.  * Changing partnerships where students weren't working or talking effectively together. * Lots of praise when students questioned each other, rephrased or added on an idea. Children have improved their ability to explain their thinking.  * Our planning and assessment grid were useful for planning the next concepts to be addressed  What was challenging? * Initially it was a big shock for my teaching - I had to focus first on discussion skills, second on the maths knowledge involved. * Some students didn't seem to be progressing in certain areas (e.g. a child may add numbers one week but then couldn't apply this the following week)  * I was particularly concerned for our most at risk and year 1 students - many of whom had not been exposed to how to write addition or subtraction stories, counting back or sharing fairly. Other advanced students could grow easily bored, and got tired of explaining something to their buddy if they weren't as able. My professional thinking is that both formal teaching (using Numeracy Project and other resources) would be best moving forward. * Given the focus on DMIC, we didn't teach basic facts like we would have previously.  NEXT STEPS * Continue to use collaborative planning and teaching, with weekly discussions of how students are progressing and what our next steps are for teaching. I will be doing this with Caitlyn in Term 2.  * Use our JAM assessment (completed end of Term 1) to plan teaching, and update student progress as it happens. * Provide a rich weekly programme including: 2 days  explicit teaching (Numeracy Project & other resources), 1-2 days DMIC, 1 day basic facts. * Continue to provide a time for students to share back their learning at the end of every session. Term 2 What has changed for the students?   * From Liana's presentation (teacher only day, term 2):  -  I realised the importance of providing variety in problems and the way they are presented. Including visuals as a problem has been engaging, e.g. asking children to share what maths they see or create a maths story based on the image.  - I have started using students' names in the questions as well as things they are interested in (e.g. trucks; swimming etc) to connect to students' culture/background.  - I have been including a greater range of materials, and encouraging students to choose things to help demonstrate their learning. To extend those who are ready, I ask them to show me their understanding with a second type of material (self-chosen).  - I have observed and changed paired children, so they get exposure to new/different ideas and ways of working.  - I have made a point of noticing and praising good collaboration/communication skills e.g. "Jack and Peter were asking each other questions like..." Other reflections based on term 2:  * Using JAM assessment to group children in two broad ability groups has been very useful. I have taught students ranging from Stage 3-5, while my colleague has taken Stage 1-3 students. There are still marked differences in the mathematical understanding and communication abilities of students, but they are less extreme. Students are more able to discuss the content at hand, and share ideas, justify, give examples and take more equal responsibility in reaching a solution. * Varied pairs have worked well together; changing partners has been beneficial for confidence, communication skills, focus and has increased the variety of ideas children are exposed to.  * Students are giving clearer explanations of their strategies verbally and in writing, e.g. using materials or writing number equations, drawing a number line etc.  * Students are justifying their ideas e.g. using because; I know that...so; I'll show you (materials) a lot more than last term. What did I change in my teaching? * The mix of DMIC and explicit teaching across the week has been very effective. DMIC runs Mon-Tues, allowing students to own the inquiry problem. I then observe and plan my teaching focus for the following days, based on what ideas and misconceptions the students show. * I am being more careful to ensure I make time for a plenary at the end. I note two or three pairs who have used a strategy or overcome a misconception. They explain their ideas back to peers, to foster further learning.  * I am being more explicit in teaching students the communication skills needed, by moving around each pair, observing and then modeling a social skill related to their needs, e.g. asking for more information if one person doesn't understand, how to disagree, how to justify ideas using an example. I have often given students question starters and modelled these, e.g.  " I don't understand, can you tell me another way?" "I know that the answer is n because..... I do this modelling and prompting in both the explicit teaching time with groups, and with pairs. * I have regrouped some pairs over the term, to ensure they are a good match confidence and personality wise.  * Maths challenges to extend my advanced students. The children are loving them and thirsty for more! What is my next step as a proactive teacher?  * More anecdotal assessment and collaborative discussion with my hub partner. This hasn't happened despite our planning this term. * More fractions teaching, using hands-on materials. Most students haven't yet understood/retained the fractions concept. * Continue to learn about students' backgrounds and cultures and incorporate these into questions. * A handful of students aren't working as co-operatively as others, and this is limiting their mathematical exploration time. For some, this is due to needing more time and support to understand the question. Perhaps I could work with these students as a small DCIM group with more teacher support? Students: HH & F; HR & RC; AM & M; AM & F

Term 3 What went well? What does the data say? * Students arrive expecting a problem and collaboration. They enjoy working with their buddies, i.e. students have asked to work with buddies on our non DMIC days! They love to work together on their individual tasks on our non-DMIC days.  * Both partners know and are ready to explain their thinking. * Regular reflection with my colleague (Caitlyn) has been useful. We've shared resources and feedback on where students are at. We've been able to bring each other's maths focus into our teaching times e.g. short maths games start / end of day. * Using visuals (see below) have been a great way to engage students and ensure all can contribute. I start each week with a visual and ask students, "What could you say about this?"  * Noticing and changing partnerships that weren't working effectively has been useful  * Keeping weekly observational notes has enabled all students to explore concepts fully (fractions, place value, multiplication and division). I have planned in line with where students were at, and extended those who were ready with extra DMIC style questions or maths concepts (e.g. remainders) * Giving time and attention to maths language. For multiplication and division we have discussed shared between; groups of; lots of; as well as the numerical symbols. Students have written their own problems for each other too.  * Sharing my progress and hearing from colleagues about what they have found effective has been a useful way to learn and try new strategies and ideas. * I have  What was challenging? * Not all students are retaining ideas e.g. when we revisited place value (covered in term 2), 3 students hadn't retained hundreds/tens/ones. I have used my non DMIC days to plan and teach explicitly for these children.  * There is room for more student choice / self-direction * Some behavioural issues for 3 children. Careful grouping has been useful for addressing this, as has having high expectations and giving children responsibilities. * I miss team planning (like I did with Dorinda in term 1) as it was useful to have another person's reflection and input to the teaching and learning programme.  What is my next step as a proactive teacher?  * Set up Maths Discovery stations - either within my current group or with colleagues collaboratively next term.  * Complete JAM assessment over the coming fortnight, and use this for subsequent planning.  * Try changing maths partners every week, so that students are exposed to more ideas and ways of learning...and to allow them to use social norms more as they do. * Talk with colleagues about collaborative planning and / or teaching for next term.  * Get student input...what do students love in maths? What kinds of activities or problems engage them most?