Monday, 22 May 2017

Materials, materials, materials!

Last week our team was fortunate enough to have a tailored session with Jo Knox about about assessing and teaching maths in Year 7 & 8.  While the whole session was very useful the part I found most helpful was Jo's take on teaching decimal place value knowledge.

For my CoL inquiry I'm inquiring into how I can significantly develop the math knowledge of my children. This term I am focussing on developing their decimal place value knowledge.

When I asked Jo how she goes about teaching decimal place value her response was 'Materials, materials, materials' She said using materials such as decipipes, decimats, chocolate bars and bundles of 10 ice block sticks are imperative in developing conceptual decimal understanding.






The idea of using materials to develop decimal knowledge is also supported by NZ Maths which states "In developing an understanding of decimal numbers and their relative size, it is important that the students themselves use equipment to create a range of physical representations of numbers". With this in mind I will be endeavouring to create rich learning experiences using materials to further develop my children's knowledge of decimal place value. I'll keep you posted on how I get on.

Thursday, 18 May 2017

Hearing from the children.

In order to better support my maths children in their learning I wanted to find out more about their own level of mathematics confidence and how much support they receive from home. Below is some of the data from a survey given to the children.



1 - I don't enjoy it at all         5 - I love learning maths at school

This result surprised me. I assumed that most of the responses would have been around 2 & 3. It is encouraging to see that most of the class do enjoy learning maths at school. Further investigation will be needed to find out what I can do to help the 2 students who don't enjoy learning maths at school.
.



1 - Not confident           5 - Very confident

Again these results surprised me. It was encouraging to see that 38% had some confidence in their maths ability and it was pleasing to see that none of the children had no confidence.


















Interestingly while 65% of the children could think of two adults in their life who had encouraged and supported them in maths only 42% said they get help with their maths from anyone at home. On further investigation for most of those children who indicated 2 adults support them in maths, one of those adults was a teacher.

There are a lot of takeaways from this data. I am yet to work out how this data will affect my teaching and lessons however it has given me much to think about.







Wednesday, 10 May 2017

Maths PD with Jo Knox

Today we had Jo Knox taking us for Maths PD. These are notes taken from my colleague Hayley Judd who kindly shared them with me and allowed me to post them.

 The objectives of the PD were to

- Identify clear links between Number framework with national curriculum levels and National standards

- Know how to use assessment data

Knowledge and strategies intertwine.

Knowledge:
Number Id
Number sequence and order
Grouping and place value

IKAN is a tool to assess knowledge

Strategy:
Add/sub
Mult/Div
prop/ratios

GLOSS is a toll to assess strategy

"The primary purpose of assessment is to improve students learning and teachers teaching as BOTH student and teacher respond to the information that it provides"

- How is this assessment informing our planning and teaching?

Formative or summative assessment?



Exploring Number Knowledge:
Numeral ID, Sequencing and Ordering, Grouping/ Place Value, Basic Facts:

Important pieces of information we should know instantly- or so the Ministry says. Jo disagrees, so took away the time limit on certain sections of the IKAN
Advantages: It is quick
Disadvantages: time pressure, chn have to look up and down, questions go too quick.

Reflection: Maybe IKAN is just to be used for specific chn to provide a snapshot
Maybe give chn to option to sit back with their marked test and they can fix up the ones they know (not wasting time learning what they know) and then pick two things they want to learn based on their mistakes.

Spider graphs for GLoSS and IKAN
These are great to show the glaring gaps, where students are aiming for, and their strengths. Be careful if the kids are working well below, as their lines will all be in the middle and might discourage them.

How do I use the data to inform my planning?
IKAN class summary sheet: shows gaps (highlighted)
Highlight all data, including names
Data: sort range: column d. 
This will sort from lowest to highest stage. Will show some common gaps in knowledge that you can fill as the Teacher.

PAT tests:
Individual reports give stanine, where the children sit on the bell curve, black correct answers, light is incorrect, transparent is omitted. Red line is the average. The key will show you whether the test was too hard or too easy. 

Below is the presentation that Jo went through when speaking to us.

Monday, 10 April 2017

Independent and dependent clauses - Google Class OnAir episode

The Video
There were two learning intentions for this lesson.
1) Identify independent and dependent clauses.
2) Identify the subject and the predicate

This lesson was precursor to a lesson on complex sentences. In order to understand complex sentences kids had to have a good understanding on independent and dependent clauses.  The episode starts with the kids spotting the difference between two different clauses. This then leads into a whole class lesson about clauses in particular independent clauses. The video wraps up with footage of the children participating in the subject/predicate activity and also features children working on their presentations. Please visit my Google Class OnAir site for a detailed  lesson plan, reflection and examples of the kids work.


Sunday, 9 April 2017

Multiplication inquiry reflection

Term 1 is almost over. It's been a long one but a good one. The post below contains information about my term 1 inquiry that we presented to our professional learning groups in staff meeting last week.

The Question
Evidence from IKANS test and conversations with the kids suggested they were lacking in their knowledge of multiplication basic facts. This got me thinking ‘How can I significantly improve my kids times tables knowledge within a learn, create, share pedagogy?’ Below are some of the strategies I tried and the results.

The Humble Tumble
I introduced a tumble to my maths program. This ensured each child got at least 20 minutes a day       to work on the multiplication basic facts they needed to.

Basic facts station
The basic facts station included multiplication/division wheels where the kids would test themselves or play with a partner. It also included multiplication snap. Each child played a card then it was race to multiply the two numbers together. First person to say the correct answer won that pair of cards.

Multiplication songs
The kids could also watch and learn the multiplication songs we found on youtube. They had access   to the 2 - 12 times tables songs through our class site.

Regular tests
To track progress,  the kids were tested on their knowledge of the first 100 times tables basic facts

The results
This graph shows the amount of shift the kids made in their times table score from the start of February to the end of March


Reflection
Overall the inquiry was successful. The children made gains in their times tables knowledge and were generally engaged and wanting to learn them. I will be carrying on with the basic facts station into term 2 however I will be changing the activities to ensure the kids don’t get tired of them. The children who have a great understanding of times table 1-10 will be encouraged to learn the 12’s, 13’s and the division basic facts.

The basic facts station also promoted self monitoring which was great for the kids. At times it got a little messy when some kids went of task but after a word or three from myself they were back on track.



Thursday, 23 March 2017

Times table creations - Class OnAIr episode

This is my latest Manaiakalani Google Class OnAir episode. Recently my class have been focussing on learning the time tables. This task was designed to consolidate their learning of recent weeks. Visit my Google Class OnAir site for the lesson plan, reflection and examples of the children's work.

The Video
The learning intention for this was to create a rap, song or poem and to participate 100% as a member of a group. The start of the video shows the whole class introduction of the task and then moves into a small group session where the children check in with me. At the 4 minutes you see some of the children reflecting on the task. This lesson/task came about after the class had been making a conscious effort to learn the times tables over a number of weeks.





Friday, 17 March 2017

The multiplication complication




To increase my kids times table knowledge I have included a basic facts station into the maths program. The goal was to make this station engaging and 100% child monitored as the children would be working at this station while I was working with a small group.

So far the station is proving to be a success. The children are visibly engaged when they are there and often ask when it is their groups turn at the station. At this point and time the station includes two activities:

 1 - Multiplication/division wheels
This task has the children testing each other on a times table they find challenging. If they get one wrong they have to find out the correct answer and say it 5 times e.g "6 x 8 = 48,  6 x 8 = 48..."
This task can also be done without a partner.

2 - Multiplication card game
Children start with the same amount of cards. At the same time each child turns over a card. The   goal is to be the first of the pair to correctly multiply the two cards together. The winner takes the cards. The person who gets all the cards is the winner. This game is works well particularly for the children who know most of the 1 - 10 times tables as the packs of card they use go up to 13. These children are encouraged to select cards that included 6, 7, 8, 9, 12 and 13. I have 3 children who really struggle with times tables so these students add the numbers on the cards.

To keep the children engaged I will be changing the various activities up during the term. While the children are engaged I have yet to test them to see if this station is having any effect on their achievement. This will be happening soon so watch this space.