1. students see someone like them showing other students their work - explaining how they solved a problem.
In my research for good practice in raising achievement in maths came across an article titled 'Assessing students’ maths self efficacy and achievement' by LINDA BONNE AND ELLIOT LAWES.
I found this very interesting and it confirmed what I have heard in my Pt England Inquiry group as well as COL within schools group. Something most if not all teacher believe to be key to engaging students so that we can deal with the detail in teaching and learning. This being the level of confidence or in this case self efficacy in maths.
What do researchers say self efficacy is?
s.1 Self-efficacy can be thought of as part of the key competency, managing self, which is “associated with self-motivation, a ‘can-do’ attitude, and with students seeing themselves as capable learners” (Ministry of Education, 2007, p. 12).
One of the leaders in self-efficacy research and theory development, Albert Bandura, described self-efficacy as: people’s judgments of their capabilities to organize and execute courses of action required to attain designated types of performances. It is concerned not with the skills one has but with judgments of what one can do with whatever skills one possesses. (Bandura, 1986, p. 391)
Good practice for effective teachers I believe is the making sure students feel safe and capable of learning in your classroom. This promoting self efficacy for our students. When reading further through the article, there was provision of a list of practices that would promote self efficacy. I believe that using the screencastify app will support point no.1, 3, 6 and 7. Those points left out I imagine could be catered for in timely feedback from the teacher, student peers and whanau.
A recent New Zealand study (described in Bonne & Johnston, 2016), based on work by Siegle and McCoach (2007) and Schunk and Hanson (1985), suggested that students’ self-efficacy is likely to be strengthened when:
1. students see someone like them showing the rest of the class their maths work, or explaining how they solved a problem
2. students have strategies for coping when learning is difficult, and when they make mistakes or fail 3. students know what their learning goals are, and understand what they need to do to achieve their goals
4. teachers give students feedback about the progress they are making towards their learning goals, and let them know what they need to do next to help them achieve their goals
5. teachers encourage students to reflect on the role of effort in their learning, and—when appropriate—prompt students to attribute failure to insufficient effort, and encourage them to try harder and persevere when learning is difficult
6. students’ attention is drawn to the specific skills they have developed
7. students are enabled to develop internal standards for evaluating their own outcomes, rather than to rank themselves in comparison to others
8. if a teacher—or a parent—found maths difficult when they were at school, then rather than commiserate with students, they challenge students to improve their maths—expect them to succeed, and give them the support they need to do so.