Impact Story: Student access to their assessment data empowers student learning AND teaching!

Glad you've visited my blog to read the impact story behind my 'burst' shared during our 'Burst' session today!
What happened for the learners? 
Empowered learners in the house whoop whoop!!
The group of target learners:
BEFORE inquiry:

• very quiet 
• accepted anything that was presented
• dialogue with each other and teacher minimal in small group time
• almost no questions asked
• focus was not on any specific part of maths learning
• did not have access to assessment results or analysis
• nervous about sitting tests - lack of confidence

DURING and AFTER inquiry in action:

• began to question more with a closer focus on the number strand (IKAN analysis prompted this)
• discuss how they'd found the teaching/learning/testing/results
• identify what areas were strengths and work ons
• went the next step to find support for work ons 
• students were empowered:  I could tell this by the way they asked questions, compared their own data as well as peers in group.    Having access then understanding their data created proactive learners, in particular in the number strand (analysis of IKAN, Gloss results and now PAT in Term 4)

 What evidence do I have for this? 
Please click on above links I've made to blog posts that show or describe this in action.  Also look at these latest results from our PAT tests.  I have gathered specifically data for the number strand.  (All year we had a close focus on IKAN and part on Gloss)

Key:
NS T1 = Number strategy Term 1
NS T4 = Number strategy Term 4
NK T1= Number knowledge Term 1
NK T4= Number knowledge Term 4
A - H: individual students who make up target group.   Where no bar is present this equates to have '0' correct - zero.

Average of results from Term 1 for Number Strategy in PAT test:
NS T1   NS  T4   NK T1  NK T4

3.25

5.625

2.25

3.875

**The greatest gain as a group - according to PAT test was in number strategy**  This correlates with the inquiry focus that has been on this strand.   

 What did I do to make this happen? 
There are the normal good practices of classroom teacher that are utilised to support my inquiry.  The looking closely at group work through to independent learning on sites was maintained as per normal Manaiakalani classrooms. 

Points of difference to make it happen:

• Building a sense of trust between teacher and student, student to student.  This to build up student's sense of self-efficacy when analysis and discussion of data would start.  Student self efficacy and student achievement relate
• Small group work included 1-2 sessions regularly to simply look at our data from IKAN's and Gloss.  Plotting our results in a graph to show comparative data was hugely motivating for the target learners.  Using colour coding - this seemed to have greater impact that just number comparisons.
• IKAN tests no longer one screen and one run through.  Now on own device with headphones, with the chance to run through test a second time.  
• MARKING IKAN, students marked their own test with the opportunity to circle those that were 'silly mistakes' made in the speed of the test.   
• OPPORTUNITY was continually provided to provide evidence that did 'know' what the question was asking therefore bettering their results when they initiated the conversation and provided evidence to the teacher.
• EXPLAIN READY, a problem with interpreting what was being asked in word problems became evident in mid-year gloss tests.  An additional practice was now to use 'Screencastify' to explain how we were solving problem.  This was analysed along side what the question was actually asking.   These discussions around interpreting the word problem and our screen cast of solution were carried out in groups for support and learning from our artefacts (screencasts).  It became very clear to students AND teacher what parts if not in whole we were misinterpreting. 

Wonderings about what next

1. With those remaining from the target group, 6 out of 8 I need to pass onto 2018 teacher the key actions from my inquiry to ensure this acceleration continues.  
2. More focused planning around other strand areas need to be implemented as most shift was made in the number strand.
3. Collating data in 2018 from these target students to track further progress
4. Creating a 'directory' for students to access once they have analysed their assessment data.   The next step AFTER they identify their strengths and weaknesses, especially a directory that supports them outside 9 - 3pm of school hours.

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!

Manaiakalani COL teachers share teaching inquiries

 

What a great afternoon sharing alongside all CoL teachers!   We all presented in a session to showcase our inquiries at the Annual Manaiakalani Hui.  It was great to share our inquiries with a whole range of people.   The audience I shared with were from a range of places:

• old teachers friends from across the cluster dating back over 10 years!
• core education representatives
• members of the Woolf Fisher Research 
• Manaiakalani Outreach Team
• new teachers to our cluster
• members of our Manaiakalani Hackers Team 

A few standout points for me was finding out from colleagues a common goal of having students AND teachers 'Explain Ready'.  Meaning:

a. students are ready to explain how they might solve a problem in maths.  

b. they are able to interpret what a word problem is actually asking

c. the need for educators to be more aligned in the terminology

d. the need think carefully of  the style of questioning and processing we need to promote.  

e. teacher choice of language and modelling will develop mathematical understanding to the point of being able to transfer knowledge and practice into other strands and curriculum areas.

As I shared in my recent post my inquiry falls under achievement challenge #4: 

Increase the achievement of Years 7-10, in reading, writing and maths, as measured against National Standards and agreed targets

Here is the presentation I shared..  I must say it was fun setting up the 3 panelled board - really made me think about what really needed to be shared given the limited space to display.  Thanks to the Manaiakalani team for their leadership in setting up this valuable opportunity for us all.  You are very welcome to visit my professional blog to read and see more.

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!

'Explain Ready' with OTJ's.

Year 7 & 8 had a busy end to the term with their technology expo, gloss and running records, parent interviews and more! In the space of reporting to parents it is necessary to be 'explain ready' with various pieces of data and knowledge in the area of maths. Maths was our selected curriculum focus for our parent interviews. Some parents found this odd as in the past 2 years we have reported as home class and literacy teachers. Given the lower numbers of parents who attended most ended up visiting both their child's literacy AND maths teachers. So it was a win win situation!

 In reporting about maths this prompted me to look very closely at what the students understood to be their strengths and weaknesses. Further to this to offer my advice as to what needs to happen next in their learning. Regardless of my ability in this teaching area parents hold us - the teacher - in a high position of authority and knowledge.   Being well prepared with explanations of OTJ and next steps are a priority when reporting to both parents and students.

 My target group findings after gloss in May: 
1. A common theme for students in my target group is the need to develop skills to interpret word problems. To understand what the question is actually asking in terms of mathematical operations and the sequence in which to work the task out. An example of word problem that stumped students in this target group: 24 pegs, 2 pegs used to hang out 1 piece of clothing. How many pieces of clothing can you hang out? Approximately 2/3 of group were stumped. When I did the work of interpreting this to the equation '24 ÷ 2 = ?' students immediately answered correctly '12'.

 2. Secondly there was an obvious need to develop their basic knowledge around ratios and proportions. This stood out as the lower strand in the gloss test.

These are two areas I will target with the group in the new term as well as their home learning for the week.

Te Taiao O Tamaki - learning that is ubiquitous and rewindable!

 Te Taiao o Tamaki quad blogging this term has been a highlight for students across our cluster. We are delighted to see names from our school listed in those who were very active in the Te Taiao o Tamaki quadblogging go kids!  In the lead up to this event Dorothy Burt led our staff meeting - focus was 'Ubiquitous Learning is Rewindable'. A good part of this had us focusing on the role our blogs have. It is here that students post about their learning which include artefacts of their collaboration with others and often their very own learning and creating processes. It is here that ubiquitous learning can be rewindable.

 In the presentation embedded above by Dorothy Burt you will find from slides 14 onwards, examples of blog posts where students have not only explained their learning in text but have captured video and voice recordings as evidence of their learning.

 I reflected on this as a teacher of year 7 and 8 students. My students are now in their 4th and 5th year of having their own blogs.   These are some questions we need to keep checking in on as educators of Manaiakalani Tamariki.

• How do we as a team of teachers keep the students enthused and understanding their success when posting such artefacts of learning? 
• What am I providing as a teacher to ensure this ubiquitous learning continues? 
•  Does my planning through to delivery provide opportunities for learning to be captured and rewindable? 
•  What feedback am I giving once this rewindable learning is posted by the students?
• Opportunities to go back and 'rewind' their learning - is this time of reflection included enough times to enhance and support the learning journey?

Where to next:
As the team of teachers for year 7 and 8 students we often reflect on the above points.   In our collaboration when planning and delivering it is important to continually check over the components of learn, create and share.  At the end of term 1 we can see clearly that learning that goes through all three - provide experiences and learning opportunities that are rewindable.   The learning is embedded more effectively.

Our specific goal as a team is to continue building the create component of our learning along with ways to give timely feedback to our students further than the dialogue that happens in small group.    Feedback is crucial in motivating our learners, the power of an active audience has been and still is valuable to our tamariki.

We've discussed that in the less public domain of google drive we can give critical feedback.   On our blogs which are public we can give feedback with greater depth about understanding and messages projected through the posts.  This will prompt a more evaluative response from both students and teachers.

Looking forward to our celebration at Te Oro where our tamariki will get to capture and blog about this experience that will be rewindable and reflected upon.