Data analysis in action - data to empower learners!

We've completed another round of IKAN's and here are our results for our target group.   I have moved one in and another out of this target group.    My target group are made up of students sitting a level below the national standard in maths.

Process:
We carried out the process as explained in previous posts.   Sitting test by going through IKAN twice, on own chromebook and earphones and then our discussion around our new set of results.

Points of difference:
1. Entering data together: 
This time I had the data on the big screen with the group.   I added this months results next to data collected earlier in year in front of the whole group.   Each student shared which stage they were at for the various categories:
a. Number sequence and order
b. Fractions
c. Place Value
d. Basic Facts

2. Colour codes: Green - shift made, orange - same stage, red - back a stage, yellow shifted more than one stage.  Student by student they needed to look at previous data and tell me if it was 'Green, orange, red or yellow'.   All this from the big screen as shown in image above. This meant the students looked closely at the data making comparisons for themselves - some looks of happiness and disappointment.  In reflection all students agreed that it was good useful information to help them.
The adding of colour helped students see more clearly how to track our data as learners and the teacher.

3. Setting the next steps for self: 
From this data analysis students posted on a doc - as shown below of what their problem areas were and how they planned to tackle the learning needed.  You can see some understand the purpose of this workbook others - well I'll need to coach them.   They were directed to say 'How' they were going specifically  try to improve  OR whether they needed help from me.  They attempted this exercise with the answer sheet in hand to see if they could comprehend further their path of error.

We plan to share our own reflective posts soon.  Watch this space!

I know my results - I know my goal!

End of term

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?)

*Found with PAT it was challenging to do this as a group as the windows that pop up with explanation of marks.   Doing this as a group was not the way to go. 1-1 conferencing was much better.  Print outs to do whole groups teaching was not effective in that the finer detail was hidden.  

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

*Students spent some time looking at a rubric of iKan.  Coaching students into knowing how to use this against their own test paper took a little time.  Completed this with students, needed to set up a clear template to support their reflective 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.

*Students showed a greater interest in their own learning and progress after highlighting what areas of strength and weakness.   I am confident there has been a shift in engagement and a desire to learn more after making their data accessible with clear learning goals.  Learning goals: I have used this rubric to support our discussions.

4. Updated data: we have just completed another IKAN to capture progress from week 3.  Looking forward to sharing the results with you soon.

Read on for context of the group this inquiry uses.   

Mid term:

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)

End of term:

Target Group - Priority Learners

Map it out

Math inquiry
*Issue: breaking things right down - work out the building blocks are!  Gift and practice the necessary strategies and knowledge.
*Aim?  Map out clearly the path the target learners need  to become competent in their weaker areas of number.
* How?    Planning with the target learners and experts I have access to on our staff.  This will include use of wall displays that mark out 'Where we are' and 'Where we need to get to'.   Use of student knowledge IKAN forms.  Slow down and provide opportunities to 'show off' this knowledge!

A new year brings new students and another round of enthusiastic learners.   My maths class has these learners in all groups.   Where things are explained carefully the students are able to make connections and bring their understanding to the task at hand.

Most recently we sat an IKAN test - across classes in team 5.  These produced some interesting results which had teachers and students talking a lot!   I overheard reasons as to why some thought they did well and not so.   Some as simple as writing the answers across rather than down the columns.  Others - just found it too hard after a certain stage.   The voice and slides moved too quickly etc.

This was a great opportunity to set some individual and group goals.   My target group decided that we'd tackle one of our weakest strands as shown in the IKAN test - place value.  Our plan is to work on the next area of weakness until we are confident in all areas of number, ready to re-test through another IKAN in week 10.

An extra support will be that home learning will target the number strand also.