The WHY of this inquiry

Below you will see items posted earlier this month.  What I have not stated clearly enough was the 'WHY' behind this inquiry.

WHY???
I have reflected upon feedback via our PAT, IKAN, small group observations, Gloss results also research across the cluster.  It has been found that the rate of acceleration and achievement is slower when hitting year 7 - 10.
*This is the reason for my selection of inquiry - maths for learners in year 7 and 8 in my target group to see if I can shift achievement through using close examination of their results WITH the student.

My inquiry to use data to empower learners is currently my hypothesis to make learners in this age group aware of what they are actually achieving.  In this knowledge be more driven and focused when presented with ongoing maths tasks that target the areas needing development.

From previous post:
Go to this link to find out more detail about my COL inquiry.   The curriculum area it sits in is maths.

Understand the data - what knowledge to I need?

What are we up to?  
The following is my  action plan:

On completion of our most recent IKAN and PAT maths assessments students have and will be 

1. analysing their personal data (what do the lines, numbers and dots mean?)

2. can explain their strengths and weaknesses (dialogic and  text/symbols in blog post)

3. learner access any time to individual sets of data to help set learning goal.   Goal is specific for target strand, determined by analysis in step 1.

Check - we have analysed our IKAN data and found our weakest strand as a group is place value.    Since this time we have spent four robust sessions of the learning of place value with a variety of resources.  

Check: do my students understand the following of the place value strand - what is the question actually asking?  What knowledge do I need?

What the place value strand in IKan actually translates to:

	Q5 and Q6 How many 10ʼs in a number or what is the number made up of this many 10ʼs to 100	Q5 and Q6 How many 10ʼs in a number or what is the number made up of this many 10ʼs into 100ʼs. Or round to the nearest 10	Q5 How many 100ʼs in a number Q6 How many tenths in a number. Or round a decimal to the nearest whole number.	Q3 and Q4 Biggest or smallest decimal Q5 How many hundredths in a number	Q3 and 4 Decimal knowledge of 10ths, 100ths, 1000ths Q5 and Q6 Converting fractions, decimals and %

COL inquiry focus - if the previous post was too wordy!

 Go to this link to find out more detail about my COL inquiry.   The curriculum area it sits in is maths.

Empower learners - show them the data!

Kia Ora, Talofa lava!  After considering my school’s targets, Woolf Fisher Feedback from 2016 and the Manaiakalani CoL achievement challenges I have arrived at the following:

My Inquiry this year as a CoL teacher is to use data to empower learning and teaching in maths.

What does this looks and sound like? Students receiving explicit teaching and guidance through their own data.   Student empowered to interpret from data what their strengths and weaknesses are.   Collaboration of peers and  teacher to map out steps to accelerate their individual and group learning in maths.

Target Group - Priority Learners?

7 children - majority are sitting below the national norm.   2 from 2016 data show to be at.  However small group conferencing and IKAN test it seems that they are sitting below.  The absence in results for IKAN, for 2 due to poor attendance and the other an incorrect filling out of answers.   I hope to test them this week to add their first round of data for 2017.

	Ethnicity	Year	OTJ 16	Add/Sub	Mult/Div	Fr/Pr/Ra	Overall	NS	Fr	PV	BF
Boy	Maori	7	At	6	6	E6	6
Girl	Tongan	7	At	6	E7	5	6	5	4	4	5
Girl	Samoan	7	Below	E6	E6	E6	E6	5	5	4	E7
Boy	Samoan	7	Below	6	6	E6	E6
Girl	Maori	7	Below	6	6	E6	E6	4	5	4	6
Boy	Samoan	7	Below	E6	6	E6	E6
Boy	Cook Island	8	6	6	E6	6	6	E6	5		4

Hypothesise?

Through empowering students to analyse and understand their own personal and group data, the students will accelerate their achievement and move into the 'At' and/or 'Above' in the number strand.  (Gloss, PAT and IKAN assessments)

Slide from Lenva Shearing presentation to Manaiakalani School Leaders PLG

Action plan to date

On completion of our most recent IKAN and PAT maths assessments students have and will be 

1. analysing their personal data (what do the lines, numbers and dots mean?)

2. can explain their strengths and weaknesses (dialogic and  text/symbols in blog post)

3. learner access any time to individual sets of data to help set learning goal.   Goal is specific for target strand, determined by analysis in step 1.

 Lenva presented to the School Leaders of Manaiakalani on 'Using student data to empower learners'.  I plan to use this also as a title for my inquiry.  Lenva's presentation  was an excellent reminder having just completed testing cluster wide.

I will be using resources from this page on the Manaiakalani site  to support teachers at PES to carry out the same with their learners.   Also creating DLO that are rewindable for teachers and students.

**In addition to supporting learning in maths, as a Spark-MIT I plan to investigate how to better support home learning.   Home learning being focused on the strand of number in maths.  It'll be interesting to see the change this could bring about too!