Paper on the effect of ability grouping on students

http://www.atm.org.uk/write/MediaUploads/Journals/MT230/Non-Member/ATM-MT230-05-08.pdf

Conversations around "What are some challenges of Numeracy Teaching?"

Shared conversations around the challenges of teaching numeracy 


An extensive list but interesting read...


Conflict of interests between standards, pedagogy behind National Standards
Limited home school partnership
The most needy children are not in class
protected time restricts flexibility
Knowing your maths children as the whole child
maths interchange versus flexible groupings
curr overload
ambiguity between teachers and OTJ's
Maths is so broad
Assessment is difficult
Numeracy Project daunting
tie that goes into planning and organising
differentiation and group teaching
What are the rest working on when you are teaching?
Technology - What's on offer. How to make the most of it.
Getting children to verbalise thinking
Key words in problems solving
making and storing equipment
timetable for numeracy lessons
process of assessment and the use of it
confusion between language and jargon
accessing support and resources
Too many groups required
Managing range of abilities without extra support
Large number of children per group
G&T extension
engaging kids to take risks
strategy knowledge balance and rich problems
parents teaching through rote learning
Changing passive learners into active learners
Supporting material for group boxes
availablilty of materials
Finding engaging activities to meet their needs
Time to test
Coverage
Misconceptions about numeracy project

Conversations around "How do you manage your math timetable?"

Shared ideas and experiences around effective math timetables

START
Knowledge Hotspot
inquiry about a piece of equipment or strategy or number sense
setting expectations for independent learning for number knowledge goals

LEARNING
Basic facts practice
Strategy lesson
Independent exploration of math number knowledge goals using equipment - peer tutoring

Problem solving as a rotation
One problem different strategies depending on needs

Rotation system for ability groups although these are flexi groups
Flexible grouping - to meet needs of children who need time
Needs based group teaching

Students - Teach the teacher

5 practices
- anticipating, selecting, monitoring, connecting, reflecting Children are focused on the task, teacher focused on the learning.

END
Reflection time at end of every session

NOTES
Avonhead School is trialling protected time - no interruptions literacy and numeracy
Have an investigating book (exercise book) where children can practice without being marked or judged
Long term plan to ensure coverage
incidental maths can be taught throughout the day
Interchange Mon - Thurs then Friday basic facts in homeroom
Quality focus not quantity
Plan 1-2 days not whole week
flexible grouping according to students thinking and learning progress
distributing teacher time lower group 3 out of 4 days
Collaborative teaching
Balance with knowledge and strategy
integrate into other curr areas - science, reading, technology
need to respond to children's needs during the lesson - then change your planning
Manage learning through accountability
Choice - children have flexible timetable where students can choose to work on maths goals at a time that suits them throughout the day.

Questions for further reflection...
How do you ensure there are no gaps in each stage?
Pretesting / Post testing / What testing and when? / Purpose of testing and effectiveness of testing methods / formats?
How are you tracking progress for each child?
How many days are you committed to teaching math in a week? There was a large variation recorded, from not in some weeks to 4 days a week to 5 days a week.
How do you empower student voice?
How do you provide for choice?

Conversations around 'How do you educate / inform parents on current math practices?'

Shared conversations about our ideas and experiences.

• Share, Share, Share - digital, oral, visual
• share progressions of math pathways so they can see progress as well as next steps. 
• invite them in
• Students online reflections allowing for comments
• Ensuring children have language to articulate to parents
• invite questions
• empowering student led conferences that demo the learning
• blogs connected to email and mobile phones
• Photographic journal
• shared goals that are understand by all
• ixl
• Coffee Mornings
• Information evenings / learning conferences
• Newsletters
• Classroom displays that are interactive, up to date and invite dialogue
• Important to have a consistent message with parents
• bilingual explanations available if necessary
• Ministry Information sheets / videos and sites
• open door policy
• students become the experts to run workshops
• Maths games sessions to with picnic lunch
• Educreations app used to record lesson or students make a lesson to share on blog
• Math language explained
• Parent education site with information for them to access at own leisure
• Send home 1 piece of equipment for student to ask questions about how it could be used to help them achieve their math goals. ie; number line - How many ways can you use a number line?

Results of Junior Symposium......

If we used this as a guide for success criteria in developing effective classroom practice....

Effective Pedagogy in Mathematics publication from the International Academy of Education based on a synthesis of research evidence produced for NZ Ministry of Education Iterative Best Evidcnce Synthesis Programme by Glenda Anthony and Margaret Walshaw
lists effective teaching as .....
1. ethic of care - help develop students mathematical identities and proficiences
2. arranging of learning - providing students with opportunities to work both independently and collaboratively to make sense of ideas
3. build on students thinking -enabling students to build on their current thinking, interests and experieicnes
4. worthwhile mathematical tasks - understanding the taks and examples selected influence how students view develop use and make sense of maths
5. Making Connections - support students in making connections in different ways
6. assessment for learning - use a range of assessment practices to make thinking visible and to support student learning
7. Math Communication - facilitating dialogue that is focused on math argumentation
8. Math Language - shape math language by modelling appropriate terms and communicating their meaning in ways the students understand
9. Tools and representations - use of resources to support students thinking
10. Teacher Knowledge - used to initiate learning and respond to math needs of all students

Then reflect on our learning and goals for creating change in math classrooms, developed from our day  of collaboration @ the Junior Math Symposium.......

1. valuing problem solving
2. applying JAM testing in a manageable way
3. creative ways of learning through discovery
4. creative, fun learning experiences to teach knowledge
5. varying teaching approaches
6. using equipment in different ways 
7. reflecting on my math timetable
8. working with and catering for individual learning goals
9. variety enriches learning experiences
10. individuality valued
11. differentiated learning 
12. sharing learning openly
13. tracking children problem solving strategies applied

Final focus being .... 

1. more creative, hands on ways to practice and explore key ideas  
2. empowering students to navigate own journey and articulate this in own words 
3. sharing of students learning and experiences for conversations about learning 

How do you think we did in creating effective pedagogy in mathematics classrooms? 

This is an overview of our Self Regulated Learning discussion from the afternoon session of the symposium last week. Thanks to everyone for their contributions.

Self Directed Learning Summary 29-5-2015

Discussion Facilitated by: Jane Lennon

1. Developing example of self-directed Learning (Westburn)

Suggested use of e-asTTle to identify the gaps in students' learning:

- Printed summary sheets inform individual pathways

- Group pathways inform class teaching

- Students identify and clarify own objectives

- Skills breakdown developed to meet the objectives is discussed/scaffolded with a teacher

 

Skill practice activities to meet identified gaps:

- Interactive websites eg.Kahn maths/ixl/mathletics

- Students opt into teacher workshops with post-it notes

 

How do students show evidence of their learning:

- Make a resource, PowerPoint/Prezi/Ultranet profile pages/Kahoot

 

Advice:

Remember to - "Do it, check it, show it" and "Gain and Maintain" balance

Key questions arising from presentation:

- How do you manage checking the students' progress? E.g. How do you check 16 power points?

- How do you maintain real world links in independent tasks?

- What are the alternatives to digital follow up tasks?

- How do you manage the time taken to find and create the follow up tasks?

Discussion of key questions:

- Try implementing the programme a few days a week.

- Encourage the students to challenge themselves but don't bite off more than you can chew. Emphasise the steps to take "in between"

- Shoulder tap those who need to come to the workshop.

- Using the students to lead teaching for lower levels

 

2. Alternative tracking model (Russley)

-Knowledge based Brick wall on student drive.

-Four questions correct to get a block on the brick wall.

-Can be completed day to day rather than term basis (as with asTTle)

-Students work out for themselves how to meet their goal.

2. Alternative example of self directed learning (Westburn)

 

Based on  AWS resource to identify gaps in students learning:

- Stepping Stone paths

- Students colour in learning intentions from tracking document

- Activities on stepping stones match the learning intentions

- Level 3/4/5 developed at this stage

- Mainly used for Strand. Not number and algebra.

- Workshops with teacher offered and suggested

Activities to meet gaps:

- Pre printed booklets containing key activities linked to stepping stones

- Room for development of links to Figure it Out, Numeracy Planning sheets, NZCM

How to prove the learning and understanding?

- Collaboration and interaction between the students completing the stepping stones is emphasised.

- Reporting to teacher

Advice

- Also good for fast finishers.

- Less technology intensive

Discussion arising

- 1:1 digital is definitely an advantage for the follow up activities because of sites such as Kahn Academy

- How do groupings/re-groupings work

- Do students show similar levels across the strands?

- Kahoot

- How can we better share these resources and develop it together? Update with new resources?

 

Here's some food for thought. It will be interesting to see how Hekia Parata addresses this report later today....New Zealand Initiative Report

Design Thinking - Reinventing our math classroom

What our classrooms were like. 

It was interesting how over the generation of teachers within our room today how much education has changed. The learning environments, teaching equipment and approaches from teacher dictation model to facilitating a community of learners. It was a privilege to hear about the positives and negatives within the room of experiences of being in the classroom prior to becoming a teacher. 

What could our classroom look like... 

Seeing something through someone else’s eyes creates a totally new perspective

We went seeking inspiration of new ways of thinking about maths….
We asked a guru!

Madonna

changes her image regularly		reflects on how to engage her market and get noticed by her audience
dances		choreographs elements to get noticed and have impact considering movement, balance and inclusion
sings		layering of elements to gain best effect
concerts		uses lighting effectively to highlight and motivate success
number 1		hangs out with stars who represent quality
fashion		Knows what is trending at the moment in math education - or bends the trend
raunchy		trying something new and different that works and gets attention of her audience

Dora the Explorer

 

bilingual		children sharing their knowledge in their own language and learning math language Teachers deliver message in different ways
musical		children express their ideas and learning in different ways
fashion sense		colourful teaching resources and visuals Makes math appealing to all.
problem solver		relating maths to real life Sequenced order working from known to new knowledge.
adventurous		thinks outside the box, approaches problems from different angles,
explorer		takes risks, trying new ways, investigating questioning, making choices,

 Brad Pitt

Adaptive - marriage		reflective on current / past lessons and practice
Spunk / Sexy / Naughty		keep lessons interesting with flair. Always changing and growing
Trend Setter		meeting needs of students challenging the norm trying new things.
Multi cultural / culturally sensitive - (Adopting children)		accepting each and every child. Being holistic
Adaptive professionally		changing roles within the classroom

 The Queen 

Decorum / Elegance		knowledge, principals and behaviour
Power		is able to work with others and build on others strengths
Pawn		seeking leaders with initiative for learning
money		financial literacy
sterile (emotionless)		reading emotional status of learners and changing to meet it.

Rod Stewart

 

reinvents		teaching same knowledge in different ways
fashion		grabbing your attention and changing it.
quality music		providing quality - the best you can do
personality		relationships children / parents / teachers
enduring		consistently looking for the best and being the best

 Spongebob Squarepants

happy and positive		creating a happy and positive learning environment
accepting of everybody		safe environment accepting and celebrating of diversity - differentiation
Cook		understanding of math in practical contexts
Loves life and his job		brings experiences and passions into the classroom
Tries new things		tries something new and different that works and gets attention

 Flight of the Concords 

Creative		bucks trends to engage students
Humour		engagement, enjoying the classroom environment
Succinct		simplicity breaks conformity, complicated ideas broken down, snappy
Self depreciating		teachers as learners
Entertaining		their ideas stick innovative keep their audience wanting more

Walt Disney

 

Creativity		hooks, engages children into problems out of the box lessons be ready to try new ideas and approach design thinking to capture audience reflective
Visuals / artistic		innovative ways to present learning children can come up with own suggestions and learning interpretations creative imagination to inspire
Engaging storylines		word problems to motivate and provide meaningful experience active learning everyone involved everyone wanting more
Magical / Fun		Games / teaching approach learning to engage and motivate challenging resources
Humour / entertaining		active learning everyone involved
Good communicator		interacting, collaborating, all people involved creating experts though collaborative learning opportunities seeking advice, questioning, critical thinking, metacognitive
Loved children / large audience		fun, enjoy teaching and being at school network with other professionals research, learn from colleagues experiences share the learning with whanau

Ronald McDonald

 

visually appealing		quickly and effectively engages audience
unique style		point of difference which makes it memorable grabs attention from the start
marketing skills		knows how to sell message and inspire engaging and fun
helps others		identifies a need within the community and provides support and opportunities to move forward relates to real life situations meaningful
Fulfils a need / desire		recognised need to capture and maintain interest
Big Shoes		requires a solid foundation of knowledge
Empathy		cares about each individual child's learning differentiating learning

This was such a fun activity that really got the creativity flowing about what the best math classroom needs to be what our market are looking for. 

We then watched this video which brought many of us to tears. 

Rita Pierson - Every Kid Needs a Champion

Our new design for our math classroom criteria now includes:

Inspire passion by .... 

• developing risk takers 
• make things fun and interesting
• bring things into the classroom
• help children to enjoy maths
• make connections with each student
• provide choice of learning activities
• feeling of being valued
• provide a safe zone
• authentic meaningful contexts
• discovery of concepts themselves
• celebrate success - big or small
• share learning journeys

Teacher Skills ... 

• knowledge of every child as a learner
• exude passion, excitement, enthusiasm for learning and math
• apply a variety of approaches
• diversity valued
• empathy for learning challenges and stages
• create problems for multi levels
• be reflective on practice and its effectiveness
• BELIEVE in your learners
• PERSERVERE with difficult learners
• Be a mentor 
• accept a variety of ways to get answer
• Know exactly what they are doing and where they are to present next learning step
• precise questioning
• provide reflection time
• know how and when to scaffold
• have clear expectations
• model trying new things and failing
• prising mistakes as learning opportunities 

Environment for diversity...

• flexible learning environment
• multi faceted tools and equipment
• integrate technology
• make it physical
• hands on learning
• learn from each other 
• wet areas to learn in different ways
• correct materials used in different ways
• provide a choice of learning environment

WOW! I love our new classroom design. What do you think? 

We have been on a journey of reflection and discovery viewing our maths programme from several different perspectives. What would you do? Tell us about it by leaving a comment.