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

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.

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!

Teacher talk is so important! Being 'explain ready'.

This afternoon was time well spent with Jo Knox and colleagues from year 5 through to 8.   The focus for our group PD was on the teaching and learning of fractions - ratios and proportion.   As the workshop unfolded it highlighted the following

- How we set problems to solve
- How we phrase our prompts and questions
- Which parts of a word problem to we spend time on teaching
- Which parts are redundant - not useful

This links to what I have found in parts of my inquiry.  The teacher's ability to articulate mathematical operations through to problem solving is significant in the learner's ability to advance in maths.   Where a teacher creates tasks effectively, use of correct terminology and mindfulness of scenarios learners may come up with - the thinking process of students is set up with greater stability.  The thinking process taken will prompt a transfer of skills across strands.  

Again I find myself reflecting on my own methods of setting up maths learning.  The language and phrases I use in maths to prompt the solving of various maths problems.   Jo Knox referred to the basics of how we describe fractions - what works and doesn't.   The part that doesn't work - showed thinking processes that were very limited and did not support the transfer of knowledge into other strands.   PD for myself - get explain ready for whatever scenarios students come up with in their efforts to problem solve.

The following are some helpful tips from Jo Knox's session.

• Some students in ratios use additive - stage 6
• We want to move into multiplicative
• ‘Launch’ of question. Ensure all students have access to understand the question. It’s not meant to trip up students. Explain different parts to allow students access to the question.
• Whatever your problem area. Do a 5 minutes piece with class daily. Maths wall could show the processes you want to teach.  
• Who can find keywords? etc
• Where are the key numbers?
• Redundant? Who can find words that are NOT useful
• Do exercise to picture what you’re trying to ask WITHOUT numbers. E.g. ‘I have money in this pocket and some in this one...how much do I have’. 
• Students will understand what operations you’re after BEFORE dealing with the numbers.

Student efficacy and achievement relate!

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.

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.

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

Spiderweb graph - students reaction

Students found this a fun activity - to plot their results from both Gloss and iKan tests.

Feedback: they felt it showed their results in a different way but did not show them anything new.

Our discussions took us again towards looking for more detail around what being say 'level' 4 in 'Add Sub' meant.  

This brought us to look at the national standards poster which outlines what students should know by the end of the year levels.

It was agreed that we needed to look again at our test papers to try and identify where/what we did and didn't understand in the assessments.

As  a teacher this resource of under 'Possible misconceptions' gives a good support to identifying what the problem actually could be.   We will be making use of this resource in the new term where we plan as a team to carry out a pre and post test for measurement and geometry.

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

Data - our comparisons from February to April 2017

We've just completed a second round of IKAN tests where we gather a snapshot of the different areas in number.   The students in the target group along with their peers have shown an increase in enthusiasm in learning.  I have noticed an increase in questioning and discussion around what methods they use to problem solve.

In listening to the IKAN's this second time around I picked up again on more learning goals for myself as a teacher.  The terms and phrases I have used have not been as effective as I'd hoped.

Place value was the initial focus for the target group.  However when you observe the data below you will see that it still is the weakest of all areas in number.   There was shift for students - mostly in other areas.

This lack in shift I believe is from not extending the phrases used to support my learners.  For example in the number 789, how many tens are there?  I was accepting '8'.  Whereas the question is actually asking 'How many tens are there in the WHOLE number' which is 78.

My next goal is to be more accurate with my questioning in maths to ensure the correct terminology is used. This will lead me into teaching how to transfer this knowledge of mathematical terminology in problem solving further than place value.

Our team discussions on maths inquiries at Pt England revealed more to me.  I noticed that around the room - especially with place value, there was some inconsistencies too.  A school focus we could well do with is aligning the terminology we use - especially around place value as it is a weakness across the levels.

I am carrying out gloss tests now with this group.  I will share this data here soon.

KEY: blue February IKAN, red April IKAN
Student C made the most progress in all areas - except place value.

You are very welcome to add link in a comment that could support my inquiry of using data to support learners.  I'd love to try out more ideas around 'Place Value Nested', which has been highlighted as something I have overlooked in teaching PV.

NUMBER SEQUENCE

FRACTIONS

PLACE VALUE

BASIC FACTS

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

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.

Teaching as Inquiry 2017 - COL

“Recognising and spreading sophisticated pedagogical practice across our community so that students learn in better and more powerful ways...”

The Manaiakalani Community of Learning is working together on this task using the expertise existing in of our community of learning.

In 2017 for my inquiry I have selected the following CoL achievement challenge 

#4. Increase the achievement of Years 1-10 learners, with a focus on Years 7-10,  in reading, writing and maths, as measured against National Standards and agreed targets.  My specific focus will be on maths.  However I will share from time to time on the other curriculum areas as I am able.

The teaching as inquiry framework I will be using in 2017 has been specifically co-constructed for Manaiakalani schools using our familiar Learn Create Share structure.
The elements in this framework share close similarities with other models New Zealand teachers use.

I will be labelling my posts as I update my inquiry throughout the year to make the content easy to access.

Labels:

LEvidence, LScan, LTrend, LHypothesise, LResearch, LReflect,

 CPlan, CTry, CInnovate, CImplement, CReflect,

SPublish, SCoteach, SModel, SGuide, SFback, SReflect

Label Key:

LEvidence	Learn - Gather Evidence	CPlan	Create - Make a plan	SPublish	Share - Publish
LScan	Learn - Scan	CTry	Create - Try new things	SCoteach	Share - Co-teach
LTrend	Learn - Identify Trends	CInnovate	Create - Innovate	SModel	Share - Model
LHypothesise	Learn - Hypothesise	CImplement	Create - Implement	SGuide	Share - Guide
LResearch	Learn - Research	CReflect	Create - Reflect	SFback	Share - Feedback
LReflect	Learn - Reflect			SReflect	Share - Reflect