Thursday, 1 June 2017

I can understand IKAN's

Update!  In my most recent post I shared my:
Next steps for my inquiry: CREATE rubric and templates that support the following:
1. Carry out the 'SECOND' step as outlined in Jo's presentation
2. Plot results out of Spidergraph
3. Implement activities that prompt reflection on data
4. Decide WITH student what our next steps are in learning in the number strand
5. Implement support this choice in follow up activities and home learning

I have completed step 1 where my all my students were given the opportunity to sit the IKAN differently to how I have administered it.  Most steps being those that Jo in our staff PD outlined.  I have also completed step 4, students have published this on their blogs.

Process:

  • Students sat in their maths groups
  • All with own chromebook and earphones
  • Went through the IKAN test twice over
  • Marked own test with teacher and group
  • Circling those answers that were 'silly mistakes'.  This meaning mistakes that were made in the haste of test setting.  They could see what they did wrong and could prove themselves by answering a similar problem.
  • Scoring the stages and various domains
  • Blog post results and their own reflections that explained this different process and how they felt they performed using this new process
Students have made improvements overall.  Place value has not shifted as much as I had hoped for.   It has improved for approximately half of my class - the other half achieving stage 4 at the highest which still means no progress for a some students.   Target group as displayed: 6 same level, 4 shifted upwards.    
Identify the problem:  This statement stumps majority of my class: 'How many tens are in all of the number 782?  Answer 78 or 78.2.  Students answer '8'.   I can see that my lack in variety of questioning and activities of 'All of the number'.  Time to create a task that will help embed this!!  Look below for a draft of this.




The shift in attitude and 'can do' attitude has increased positively in students feeling more ownership over their learning, conversations with each other about how they made the mistake through to how to correct have been evident when marking in our small groups.