My Teaching as an Inquiry Goal for 2017:
Aim: To accelerate the achievement of Tier 2 students in mathematics and writing
Mathematics:
- Shayanne
- Jack
- Ngapena
- Bradly
- Shontayne
- Jesse.H
- Woki
- Michelle
- Rakei
Writing:
- Woki
- Shontyne
- 16 March 2017: Scanning for Mathematics
- What’s going on for learners? More emphasis is placed on teacher observations of students, in all circumstances. There are some difficult questions to ask, such as: Is it all right for some learners to experience challenging and engaging learning in one classroom while in the room next door the students are not? Scanning is not done overnight, can last two months, and may turn up surprises.
- Shayanne: 16/3: Needs to understand place value e.g. what is a 1 and what is a 10--> how to add and subtract 10s from 10s and 1s from 1s
- Jack
- Ngapena
- Bradly
- Shontayne
- Jesse.H
- Woki
- Michelle
- Rakei
- Writing:
- Shaynne: 16/3: Using ideas to make a sentence. Then having more than one idea in a paragraph
- 16 March 2017: Scanning for Mathematics
- What’s going on for learners? More emphasis is placed on teacher observations of students, in all circumstances. There are some difficult questions to ask, such as: Is it all right for some learners to experience challenging and engaging learning in one classroom while in the room next door the students are not? Scanning is not done overnight, can last two months, and may turn up surprises.
- Shayanne: 16/3: Needs to understand place value e.g. what is a 1 and what is a 10--> how to add and subtract 10s from 10s and 1s from 1s
- Jack
- Ngapena
- Bradly
- Shontayne
- Jesse.H
- Woki
- Michelle
- Rakei
- Writing:
- Shaynne: 16/3: Using ideas to make a sentence. Then having more than one idea in a paragraph
- Shaynne: 16/3: Using ideas to make a sentence. Then having more than one idea in a paragraph
TEACHER INQUIRY GOAL
WHO ARE MY TARGET CHILDREN?
I have chosen one Year Three boy and one Year Four girl as the focus of my inquiry. The Year Three boy is showing low levels of initiative within his curriculum work. He is hesitant and confused with expressing his ideas in writing and reading comprehension. The Year Four girl is an avoidance learner. When she does not know how to do her work she does not do anything.
WHAT DO THEY ALREADY KNOW?
CHILD 1 is achieving in maths and is focused in his learning groups. He is below standard in reading and writing.
CHILD 2 is just below in all areas. She needs increased confidence in her ability to help her gain a more positive attitude towards her learning. She will need continual checking in on to ensure that she has completed SRL tasks.
WHAT DO THEY NEED TO KNOW TO BE AT THE STANDARD?
CHILD 1 To move from 4 to Stage 5 in maths and move from a 1p writer to a 2P writer.
CHILD 2 To move from 4 to Stage 5 in maths. Move from a 1P (e-Astle T1 2015 formal test) writer to a 2P writer. She is reading at age.
WHAT DO THEY KNOW ABOUT THEIR LEARNING?
I aim to increase their class participation, personal confidence and overall achievement in all areas of the curriculum through learning about how they learn best.
I have already had a number of conversations around this topic with the boys and come up with these ideas.
-
anything physical or a physical challenge
-
using materials vs i.e. writing numbers
-
using the IT equipment
-
building things
-
Lego
-
monsters and aliens
-
zombies or scary things
-
made up creatures
-
interesting animals
-
helicopters
-
transformers
-
mine-craft
-
not sitting on carpet too long
WHAT DO THEY NEED TO KNOW ABOUT THEIR LEARNING?
CHILD 1. To be able to articulate his learning and other feelings in general. I have observed he finds it hard to say an I statement of feelings and also finds it hard to explain i.e. his working in maths.
CHILD 2. To know the next steps in her maths and writing learning.
HOW HAVE I CONTRIBUTED TO EXISTING STUDENT OUTCOMES?
Assessments have been completed and analysed. Building up self-belief in these two students is really important so that they know they can achieve their learning. Making sure that the learning is progressing in small and achievable steps will also need to be carefully managed. Aaliyah has gained confidence and understanding of number values, ones, tens and hundreds. She can pull them apart and recombine them with place value blocks and on number lines.
WHAT DO I ALREADY KNOW?
Aliyah needs to have confidence and support when working on new math strategies. Aaliyah has matured in her thinking as a result of gentle encouragement. She really enjoyed working with Jackie in extension group too which further boosted her self confidence. The use of Ipad to record her independent learning goal practices has really motivated Aaliyah to keep working at her strategies. She takes pride in getting them right and in showing the recording to me and other teachers. Her mum was very impressed with the video Aaliyah showed her during their parent/teacher interview.
WHAT DO I NEED TO LEARN TO DO?
Gaining confidence in using place value to break up numbers in the hundreds, tens and ones will need ongoing practice to ensure she has this well and truly entrenched in her mathematical understanding.
HOW WILL I ACHIEVE THIS?
Aaliyah is eager to come to guided teacher lessons. She wants to learn each strategy and show me that she can do them. Her attitude to maths has made a very positive change. Aaliyah made good progress in her Gloss test which shows her true progress. Aaliyah is continuing to find Ikan tests a struggle. She can’t complete the questions within the 3 second time frame.
WHAT HAS BEEN THE IMPACT OF OUR CHANGED ACTIONS?
HOW EFFECTIVE HAVE YOUR CHANGED APPROACHES BEEN FOR THESE CHILDREN?
Aaliyah has grown in her confidence in maths. She is at the standard. She will complete her IRL tasks without needing to be told or monitored closely. Aaliyah will seek out feed back about her explain everything videos. She will also came back to me to clarify a strategy step that she is not sure of. Aaliyah is still having difficulty with the Ikan test. It is too fast for her to think and record her answers within the given time frame.
Shontayne has made gradual small step progress with his reading across the year. He is an absent minded learner who need ongoing direction and repeated learning of strategies of explicit decoding strategies and to read for meaning. Shontayne has had a significant number of absences right across the year which has interrupted his progress. Shontayne made good progress with learning the letter sounds, blends, digraphs, rimes and CVC lists. Shontayne is still working towards transferring this knowledge on to his reading decoding.
IS THERE SOMETHING I NEED TO CHANGE?
Aaliyah is well set up for the transition to Year 5/6 for her maths. I will catch up with her teacher in the new year to share her math background and progress.
I have met with Helen Jenkins regarding Shontayen's limited progress. Helen's advice is to follow her literacy plan for Shontayne.
WHAT ARE THE NEXT STEPS FOR LEARNING?
Shontayne needs assistance to build his visual memory of high frequency words. He also needs deliberate acts of teaching involving lots of repetition of decoding strategies. Helen will continue to monitor Shontayne across term one 2016.
WHAT EVIDENCE SUPPORTS YOUR THINKING?
Analysis of Shontayne's current running records and review of Helen Jenkin's report are guiding my next steps.
WHO ARE MY TARGET CHILDREN?
I have chosen one Year Three boy and one Year Four girl as the focus of my inquiry. The Year Three boy is showing low levels of initiative within his curriculum work. He is hesitant and confused with expressing his ideas in writing and reading comprehension. The Year Four girl is an avoidance learner. When she does not know how to do her work she does not do anything.
WHAT DO THEY ALREADY KNOW?
CHILD 1 is achieving in maths and is focused in his learning groups. He is below standard in reading and writing.
CHILD 2 is just below in all areas. She needs increased confidence in her ability to help her gain a more positive attitude towards her learning. She will need continual checking in on to ensure that she has completed SRL tasks.
WHAT DO THEY NEED TO KNOW TO BE AT THE STANDARD?
CHILD 1 To move from 4 to Stage 5 in maths and move from a 1p writer to a 2P writer.
CHILD 2 To move from 4 to Stage 5 in maths. Move from a 1P (e-Astle T1 2015 formal test) writer to a 2P writer. She is reading at age.
WHAT DO THEY KNOW ABOUT THEIR LEARNING?
I aim to increase their class participation, personal confidence and overall achievement in all areas of the curriculum through learning about how they learn best.
I have already had a number of conversations around this topic with the boys and come up with these ideas.
WHAT DO THEY NEED TO KNOW ABOUT THEIR LEARNING?
CHILD 1. To be able to articulate his learning and other feelings in general. I have observed he finds it hard to say an I statement of feelings and also finds it hard to explain i.e. his working in maths.
CHILD 2. To know the next steps in her maths and writing learning.
HOW HAVE I CONTRIBUTED TO EXISTING STUDENT OUTCOMES?
Assessments have been completed and analysed. Building up self-belief in these two students is really important so that they know they can achieve their learning. Making sure that the learning is progressing in small and achievable steps will also need to be carefully managed. Aaliyah has gained confidence and understanding of number values, ones, tens and hundreds. She can pull them apart and recombine them with place value blocks and on number lines.
WHAT DO I ALREADY KNOW?
Aliyah needs to have confidence and support when working on new math strategies. Aaliyah has matured in her thinking as a result of gentle encouragement. She really enjoyed working with Jackie in extension group too which further boosted her self confidence. The use of Ipad to record her independent learning goal practices has really motivated Aaliyah to keep working at her strategies. She takes pride in getting them right and in showing the recording to me and other teachers. Her mum was very impressed with the video Aaliyah showed her during their parent/teacher interview.
WHAT DO I NEED TO LEARN TO DO?
Gaining confidence in using place value to break up numbers in the hundreds, tens and ones will need ongoing practice to ensure she has this well and truly entrenched in her mathematical understanding.
HOW WILL I ACHIEVE THIS?
Aaliyah is eager to come to guided teacher lessons. She wants to learn each strategy and show me that she can do them. Her attitude to maths has made a very positive change. Aaliyah made good progress in her Gloss test which shows her true progress. Aaliyah is continuing to find Ikan tests a struggle. She can’t complete the questions within the 3 second time frame.
WHAT HAS BEEN THE IMPACT OF OUR CHANGED ACTIONS?
HOW EFFECTIVE HAVE YOUR CHANGED APPROACHES BEEN FOR THESE CHILDREN?
Aaliyah has grown in her confidence in maths. She is at the standard. She will complete her IRL tasks without needing to be told or monitored closely. Aaliyah will seek out feed back about her explain everything videos. She will also came back to me to clarify a strategy step that she is not sure of. Aaliyah is still having difficulty with the Ikan test. It is too fast for her to think and record her answers within the given time frame.
Shontayne has made gradual small step progress with his reading across the year. He is an absent minded learner who need ongoing direction and repeated learning of strategies of explicit decoding strategies and to read for meaning. Shontayne has had a significant number of absences right across the year which has interrupted his progress. Shontayne made good progress with learning the letter sounds, blends, digraphs, rimes and CVC lists. Shontayne is still working towards transferring this knowledge on to his reading decoding.
IS THERE SOMETHING I NEED TO CHANGE?
Aaliyah is well set up for the transition to Year 5/6 for her maths. I will catch up with her teacher in the new year to share her math background and progress.
I have met with Helen Jenkins regarding Shontayen's limited progress. Helen's advice is to follow her literacy plan for Shontayne.
WHAT ARE THE NEXT STEPS FOR LEARNING?
Shontayne needs assistance to build his visual memory of high frequency words. He also needs deliberate acts of teaching involving lots of repetition of decoding strategies. Helen will continue to monitor Shontayne across term one 2016.
WHAT EVIDENCE SUPPORTS YOUR THINKING?
Analysis of Shontayne's current running records and review of Helen Jenkin's report are guiding my next steps.
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