Computational Thinking: Agenda Day 8

DFI was started to empower teachers!  We are working with highly digital children, a 9 week intensive programme for teachers.  Our journey began with our learners, Manaiakalani is passionate about empowering our whanau.  The partnership of all of us working together is most powerful!

It's NOT just a tool.   It's empowerment.  Money is empowering.  Let's be real it is.
80% of our community here in Tamaki is state owned.  Right now homes are being replaced by new housing.  This is a mixture of state owned and privately owned.

Researchers have found that where discussions are able to travel back and forth at least 5 times between individuals this will improve language for our students.  We can create this opportunity to build on discussion via their blogs.  Focusing on not only leaving a comment but to reply to them and more.  Build in that threaded conversation.

Our children at home right now are empowered because learning has been made ubiquitous.  What else is empowering our students.  Are the sites and links we providing our students supporting this empowerment?

Future of Tech

Deep dive of the big picture of future of tech with Gerhard.  The Jetsons come to mind! :). Gerhard shared a video of Boston Dynamic's Big Dog as an example of advanced technology in action.  The opportunities this opens up is impressive and exciting.  With these projects we consider the 'Why' behind these inventions.  Hanson Robotic's Sophia...it was amazing!!  A lot of her intelligence is from scrolling through  youtube videos.  Check out Sophia the robot on the tonight show with Jimmy Fallon.  This has prompted a whole lot of discussions around artificial intelligence.  How does it benefit society?  So many thoughts and discussions happening around this.  Creativity seen as such a human trait and now artificial intelligence showing this creative ability too...wow!!
Facial recognition is part of this too.  Gerhard lead us into an online activity where you had to decide which way a programmed car should travel with hazards on road.   Here are some images to give you an from the 'Moral Machine' online activity.  Some very tough choices to be made, who do you save and who do you hurt eek!


Kerry: Chalk'n Talk with Kerry
Year 1 - 10 to be involved in digitally fluent for online learning.   Today it's not an option it's a necessity for learning!  DFI is focused on this to have teachers empowered to lead and support our learners.  Giving students the opportunity to not only be consumers...but creators of content! 
Here is an example of progress outcomes as provided by ministry with a learner's version on the right.  Kerry has found these useful with learners to help us unpack packs of the digital curriculum.

Kerry is currently working on going through our Manaiakalani Cyber Smart Curriculum and seeing where the progress outcomes for New Digital Technologies Curriculum is present.   Kerry made a really good suggestion to look at whatever we are doing and where possible see if there is one thing more we can add into this...computational thinking outcome(s).    The basis of Digital Curriculum links so well with what Dorothy shared this morning about technology being so much more than a tool and also the links with future tech shared by Gerhard.  Kia Takatū has been put together by the ministry, it's another good way to update yourself around Digital Curriculum, provides little toolkits for teachers.  Thankful for this session to be reassured that we have already included some of this in our teaching phew! This was followed by our own explore time of Kia Takatū.

Exploring Coding:
We had 40 minutes of exploring coding.  I tried out mind craft for a bit. Then tried compute it, this is where you read and follow the written code. There's a trick at times to focus on the written code rather than the coloured dots!   A lot of fun...can be addictive!  To now check which curriculum strands and areas this does link to.
 

Here's my very poor attempt at scratch - I think tired brain kicked in!  Thanks Kerry for being very patient with me :).  Will need to re-visit Kerry's notes to have another go especially when our children have this working really well in the years before they get to my team.

Enabling Access- Sites. DFI Day 6

Connecting with cohort:

This was a good opportunity to check in with our Auckland cohort on how distance learning was going. Positive reports on all fronts. A key theme was the act of teachers to provide for learners regardless of how many students tune in. Schools are already communicating with whanau to work out what the needs are to get students connected online. Good thing we have hard packs and the learning channel there to support distance learning!

Connecting with Manaiakalani - Dorothy

Pedagogy and Kaupapa

Visible connected learners

Act of sharing causes connection. In this time of distance learning sharing and connection has been made through camera and mics on devices. Where cameras haven't been able to work I've found it hard to get a sense of whether children understand what I'm teaching.

Twitter is the domain that pulls from all our blogs - really simple syndication! Our students across Manaiakalani and outreaches across Aotearoa have been blogging a whole heap! Impressive stats are being collected in this time of lockdown. Our students are certainly sharing and connecting via their blogs.

In our own local blogs - specifically year 7 & 8 children have refined their sharing on blogs to grab the attention of their audience. Our age group are well into blogging and if you are not intentionally teaching/reminding students to be mindful of audience the blog can just become the old 1B5 that they 'work' in and that's it! This has been a huge plus of this lockdown time. The parts that make up connecting learning.

Maria: Visual appeal - shop window!

User experience - easy to locate ‘stuff’ (2/3 clicks)

A chance to visit sites to check for the above. A really good chance to not only visit sites but more so to reflect on how my own is set up...is it appealing?? User experience??

High school sites are as expected very different to that of primary schools. The various levels, range of class levels etc is reflected in high school sites. Having children myself who have completed college the site I saw from Karen at Tamaki College is really helpful. To be able to go back to review the standards/expectations/example of tasks would have been a great support to my children!

Local team site sharing time!

Really appreciated this time together to simply share what we work out of daily as educators and the other hats we wear in our school community. I am impressed the wonderful range - multimodal provisions in the sites that were shared. The familiar faces of teachers doing fun things like reading a big book, notices and reminders etc. Rewindable learning is key in our sites. The familiar 'What do we do again Miss'...our sites support this well! We had the chance to hear from the site owners for couple minutes at a time then we gave feedback via a form.

Some feedback I got from sharing our Team 5 site that all teachers for year 7 & 8 have their own pages. Hope my team get to see this as it's the work of Team5@PES.

• Awesome!!!
• Such a well thought out site with tons of intentional planning to ensure the success of your tamariki! Responsive to current climate with limiting the links too!
• Excellent site! Easy to follow, love the faces of teachers that match the group, has their names as well, so everyone knows where they should be. Like the visible timetable so everyone knows what's happening. Like instructions next to the slides. Great job!
• Brilliant organisation. Lucky kids

Blogger tips with Kerry was a good reminder for me! I found my blog list had students over quite a few years still sitting there in my class blog. Needing to get onto this pronto - adding students from my class this year! You'd think I would have had this done.

A great big thanks to Dorothy, Gerhard and the great team of leaders today!

Another productive day!

Collaborative teaching and learning. DFI day 5

Gratitude chain: what a great way to start today's session of DFI.  30 seconds to firstly acknowledge what person prior to us was grateful then into our grateful korero then onto the next person all in 30 seconds!

VISIBLE: can you see it?  This has been part of the Manaiakalani kawa since it's beginnings.  Our journey has see many of the locked away - kept to thyself practices diminish because it doesn't work!  No that's right we need to make what we do VISIBLE which does mean sharing of great ideas we all have.  Teachers experience that today in open learning spaces, the development of teacher around learning AND behaviour is so much quicker.  Students, teachers AND whanau are more a part of open spaces across schools and the community via our online hosting of all that we do.
Our default is visible.  Visible learning supports the Kawa of what you say is what you'll do - they'll be no surprises!

Hapara was specifically designed to support Manaiakalani.   This was designed so that the learning would be visible to the teacher.   It's a great tool to support our students and brings stability to our current situation of students carrying out distance learning.   Our whanau have access to Hapara also to support their children from home.
John Hattie supports - our feedback and feedforward makes a positive difference for our learners.  John Hattie is a Professor of Education first at the University of Auckland then later at the University of Melbourne in Australia.   He is very big on VISIBLE learning! 
Our researchers

We need to keep sharing the process of teaching and learning in a visible setting.  We must follow the process of limiting the links.  Remove the barriers of passwords and limiting the links.  It's the best way to go.  Thanks Dorothy for the korero here!

MULITMODAL....MULITTEXTUAL
How can we make our delivery inclusive?  Not just about uploading our worksheets, we actually need to move away from this and look at how we can include all our students.  How can our students take on more responsibility for their learning.  Self manage and self scaffold.
First key concepts is:
a. Engagement - the HOOK
Are our sites engaging, does it hook the attention of your audience?  Does your homepage have all your communication points present?

BUILDING TIME - time to build a google site from scratch with Gerhard.  When creating a new site, identify FIRST what is the purpose of your site.  Think - limiting links, limit the amount of clicks for your audience.  If you can't get to where you need to be in 2-3 clicks - you need to refine this process.  A flow-chart on paper can come in handy here.   Once this purpose and flow has been decided, next you think about the pages.  What's taking up the most real estate?  The least?  What is the best layout for this?

How do we hook in the behaviour and learning we're after.   The MULTIMODAL elements hooks in the behaviour we are after - being excited, interested - a desire to find more!   The MULTITEXT elements caters to the cognitive!

Multimodes to engage the learners.  This might mean writing, video, song, animation, graph.  We want people to understand information - this is our goal!

Our site should have multiple modes of presenting this important information.  Academically we want to be sure we are reading multiple texts.
1. Main text: the actual text we want them to be able to read
2. Complimentary texts - ideas can be accessed independently says the same thing but in different way
*Scaffolding texts - main ideas can be accessed independently, ideas are still on same wave length as main text.  Vocab list with links etc.    (referred here to matrix created by Angela Moala)
3. Challenging texts - not just challenging vocabulary but various points of views, conflicting information type of challenge
4. Student selected texts - an invite for students to build up mileage and knowledge by students

I was in team Kerry for building site from scratch on 'Fake News'.  It was a great experience working with our team of 5, great questions to help me along the way.   Please go here to see what I managed to create with the support of leader Kerry. 

What will I take from today?

• Limit the links on our sites!  Keep thinking of ways to refine this feature for our learners, not simply for this time of distance learning but into the future schooling that follows.
• Multimodal and Multitextual - an oldie BUT GOODIE!  A must!  Are we empowering learners with the resources we are providing?   Are we allowing our students to contribute to these resources?  We should be
• VISIBLE: if it ain't visible it ain't useful to no one

Kia Ora to Dorothy and national team of Manaiakalani facilitators.  

Have a blessed Easter Break.

DFI: Dealing with Data: DFI Online FRIDAY 2020 session 4

SHARE is the theme for today!   Hasn't this been the focus these last two weeks for us all!
How relevant is it for us today!

After farewelling Team 5 this morning I jumped straight onto our DFI for our fourth session.   Blogger is where I have begun today!   Blogger was selected years ago, today it is still highly functional space for our children. It looks after us legally too so thumbs up all around!
WARNING!  Don't be swayed by the latest look/app, stop and check that it's safe legally, systematically secure.  Blogger still wins this hands down.

AUDIENCE: you want an audience?  We need an audience!  Blogger promotes celebration of completed tasks, the effort to share what you can with your audience!  As an audience we have a role to play too!
Our well being is very important!  Hauora - our students hauora right now is being supported by our ability to interact through comments on their blogs and google meets etc.





DEALING WITH DATA

Google form helps us to collect data!  We had a 15 chalk and talk session with Gerhard.  forms.googl.com is a way to get there.   Great idea is start with a black template rather than a themed form.
In sandpit time I've created a survey I will send to whole of team to find out what our students want for the weeks of distance learning ahead in regards to regularity of meets for various learning groups.  Part of this will be their need around social connections for Hauora - Well being.

Google MyMaps
So much opportunity here to support teaching and learning for literacy and numeracy.
Google Earth has many great functions - 3D imagery, embed html content, does not yet allow importing of spreadsheet.

Google Sheets
A lot of cool tips here for admin involved in teaching AND the teaching and learning we provide our students, whanau and school community across regions.

Blog data case studies - using spreadsheets and google draw to analyse blog data.
We had the chance to hear from Robyn from Panmure Bridge School.   Her sharing was around a case study on a Mele - a student in her class.  The idea of setting goals for blog posts and children planning using statistics to work out how many blog posts per week/month/year.  What is a realistic goal and how it can be achieved.  Along with this I imagine that students will also refine the quality of posts not just the quantity!

We had sandpit time to create our own graphs and analysis of a blog and it's data re posts etc.  That's the image I've posted right at the top!

So what you gonna do with this all Mrs Tele'a?
I will plan a lesson like that of Robyn and Mele's sharing today to support student goals and motivation during this time of distance learning.    I will send out the google form I've created to support our teacher planning.  Also refresh my own plans around rostering when and where to be giving feedback via blog commenting.

Thanks to the DFI team from across Aotearoa for such a productive day.
Ka kite Ano.
Le Atua i lo tatou vā

Andrea

Preparing and refining - Manaiakalani Hui 2017

Here's sneak peak at one piece from my presentation.  Come along and find out what it's all about!  Friday 25th August, Panmure Yacht Club 2 - 4pm.

Tomorrow we get to share our COL inquiries with the whole Manaiakalani Cluster. This will be taking place at the Panmure Yacht Club. Opportunities to share in such forums prompts to check and look again at the components that make up your teaching inquiry.

The team I am in are targeting the '#4 Achievement Challenge' which reads:
4. Increase the achievement of Years 7-10, in reading, writing and maths, as measured against National Standards and agreed targets.

My focus is specifically maths with a target group of learners who are sitting below the national standard, combination of boys and girls, year 7 and 8.   Our COL team for this particular achievement challenge are going to use the following headings to organise our presentation.

• What the inquiry is about
• Hunches
• Actions taken
• Successes
• Failures or setbacks
• Changes in the learning 
• Changes in our practice

I'm looking forward to being there the whole day where we will hear from our MIT Spark teachers, our student ambassadors from every school in the cluster, feedback from WF Researchers team and more.    Always a valuable time of learning and reflecting.  Kia Manuia!

COL - my process so far

Let's walk it through:
1. Identify the challenge: acceleration of maths in year 7 - 10
2. HOW?   Empower students by showing them their data 
(Lenva & Jo)
3. Process: 
a. Identify areas of success / difficulty
b. Identify the WHY it was difficult 
c. Learn how to work through this - solve it!
4. Capture evidence of HOW to solve the problem 
5. Share providing evidence AND teach the next student!
Below is an example of student carrying out numbers 6 and 7.  Go here to see more from Hosea.


This week we have been learning to use 'screencastify'.  This was to explore the use of 'Screencastify' to explain how I/we problem solve.

 Can you see how I worked this problem out? Give me feedback if you think there's something else I could have added in my speech or screen capture.

Explain ready as students - next steps.

Graeme Aitken: Collaborative Teaching as Inquiry Image from collaborative inquiry presentation given to school leaders at Manaiakalani Hui Term 2.

As the term kicks off I've used this inquiry flow chart to focus myself on what the next part of my inquiry will be. You open the lid with investigation from your hunch, you may find you were right OR close, or maybe - that the issue is something else!

The start of my inquiry?

Using student data WITH students to support achievement in maths. What has unfolded is a careful selection of words and phrases from me as a teacher to model how we interpret our data from formative assessments so far. These being gloss, IKAN test and small group work.

On expecting students to articulate back to me via blog posts and conversations I have picked up that the students were able to identify the strand area of weakness. This was hugely motivational and built confidence in a number of nervous students. However the next problem became obvious. It's the next level of detail we are actually after! So if you say - 'Proportions and Ratios' is the area of weakness in number - what IN proportions and ratios is the problem area. What are the building blocks that lead me into understanding fractions (proportions) and then ratios? Students goal: to be 'Explain Ready'. Using collaborative teaching inquiry model from Graeme Aitken I have come up with the following to guide me through the next steps for my inquiry.

Inquiry that Hannah West shared in our Pt England School inquiry groups.   Thanks Hannah for your great ideas around screencast!    Will show what we come up with soon!

Screen casts that 'Explains and shows' my understanding

Following on from our staff meeting led by Dorothy Burt we had our own Pt England group inquiry session.  In this session we are invited to share and reflect on progress today with our own individual inquiries.

I will share about the findings of a colleague around the use of capturing screen casts that display a student working through a problem.  In this you will see their working out with a voiceover that is captured at the same time.

The idea I plan to implement with my target group is this very activity of having students capture their explanation of maths problems they tackle.  

Plan of action:
1. Demo working out a problem they find easy using screen capture
2. Demo working out a problem that is challenging for their maths group

I will need to support this process well with helping students to  identify specifically a problem to solve.   Also the skills needed to capture their explanation/working out well so that their example is a clear example of 'Rewindable Learning' for their peer group.

Screencastify - tutorial video

Whanau engagement a big part of solution

Whanau engagement is a fundamental part of student achievement and well being at school.   Our efforts to understand one another is significant in not only engaging students but maintaining the levels of motivation and interest from the students AND their whanau over years of schooling.

Families@PES is what we now call our 'Home school partnership' meetings.  In this post I will refer to the Families@PES night June 14th 2017.  The special focus of this meeting was achievement in maths for all our students.

Toni Nua one of our assistant principals led this evening.  Starting with the good news - any support we can offer as whanau around maths matters!  This was great as there have been some miscommunications over the years of the 'old way' not being good for our students.   Instead - it's another strategy to offer our children.   Greater to this was the fact that we all - teachers, parents and whanau need to 'talk' a lot more!  For example - when we're doing chores around home, travelling to and from shopping trips - there's so much maths talk we could be having.

I had the chance to work with parents of year 7 & 8 parents who attended this night.  I shared my findings after having completed a set of gloss tests with students.   Language is greatly lacking.  Gloss is a test that uses 'Word problems' for students to show their ability in the three following areas:
Addition and Subtraction
Multiplication and Division
Proportions and Ratios

I showed parents an example of a gloss question.  They were very interested and were keen to learn what their children face in an assessment.   I was able to explain with the test in hand the challenge our children have with interpreting word problems.
'Andrea can fit 5 basketballs into one sports bag.  How many bags will Andrea need to store 40 basketballs?'
Some students will become stuck - yet when showing them the number sentence 40÷5= they could say the answer immediately.  So how can we all help?   Heaps and heaps more 'talk'.  Gifting of language to our children is needed.  Research relating to the time some of children enter school show very low word knowledge compared to children the same age in other parts of NZ.  Let's get talking - explaining with our children!

This will be an aspect of the maths I will address with my maths class in the new term.

The evening closed with parents feeling more empowered to support their children and helpful reminders that in the busyness of home life we can plant many more words/phrases and conversations that will better support their children towards achievement in maths.   All parents left with a maths activity pack that was explained and used prior to leaving this evening.

We've since received feedback that it was a useful evening and the packs are a great help!   Another great resource in our whanau to support achievement for our tamariki.

Creativity Embeds Learning

 Dorothy Burt led us through our staff meeting Monday May 29th. I was privileged to be part of this presentation along with other colleagues who have been using 'Creativity to embed Learning' over some years now. Sight, sound and motion were intentionally used to help students to have depth to their learning. Learning that would stick and stay! Please look through the below presentation as it covers a range of practices and beliefs we've carried out here at PES. They work! Thank you Dorothy for another inspiring session. Many good reminders of things we need to maintain and those we need to improve.

On  a personal and professional note there are some basics that classroom teachers need to put in place.   Basic structures to maintain so students have equitable access to tools that enhance and support their creativity.
1. A roster that works in rotations within class hours that has every child have access to the devices where animation, paint programs and iMovie can be accessed
2. A clear task and rubric to guide the students creation
3. A checkpoint weekly to show progress, give praise and prompts
4. An absolute doing away with the 'Creative' devices - (Apple flatscreens in our place) being used as a reward.  They are NOT - they are part of the everyday learning activities.
5. SHARE:  a showcasing of creative work on media such as PENN (School TV news network), class and individual blog, team/class viewing.
6. Feedback: Give students the chance to give feedback and reflect

Part of my teaching practice finds me role playing, singing, moving and rhyming to help my learners. This has meant my students have had the chance to reflect this in movies we've made to share our learning.    It's in these creative moments that I have witnessed first hand the embedding of their learning.  Embedding that runs deeper and wider where creativity is encouraged and expected.   Engagement high.

Using assessment data for 'Staff' and 'Students'

Professional Development with Jo Knox is a great support to my teaching and students.  AND my COL inquiry even!   This particular workshop looked at using student data to empower the learner.  A good chunk of Jo's presentation broke down steps we go through with assessments such as the IKANS.

You may recall that I have been using the IKANS as a starting point for my data sharing with students.

 I carried my action plan to highlight the strongest and weakest strand from the IKANS with my target students.   A common complaint from us all was 'too fast!'.   Jo shed light on an extended approach to using the IKANS - some of which I'm happy to say I've tried too!

In the above image you will note that FIRST you mark the IKAN, SECOND you show the students the answers.   Allowing them to identify what they think were 'silly mistakes' for themselves.   Students are then allowed to complete these questions and have them marked as correct.

This SECOND part I only carried out partially in showing the students the 'knowledge' they needed to be correct rather than letting them first scan to see what they could get right.    Also note here - we are actually extending the test time - further than the fast screen flashes they experience in test time.

Formative assessment: PAT, IKANS and GLOSS.   How do our students see these results?  Often one piece at a time.  A time I bring them together to date is when I am trying to make an OTJ for upcoming reporting season - mid year summary to prompt my next steps.   Jo suggests to use a 'Spidergraph' (slide 14 in presentation below) to show both GloSS and IKAN.   This in itself will be informative for students and surely motivate them to keep on with their learning sessions.  Empowering students by using their own data.


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

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 %

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!