“The success or failure of my students is about what I do. I am a change agent” John Hattie
Explore
What data/information do I have about my learners?
What other information do I need?
Consider how I will measure the learning outcomes for my students? (Possible sources of evidence; Formative assessment, student voice, whanau voice, observation, external experts, summative assessment)
Y10 graph of progressions
Term
|
Number
|
Algebra
|
Measurement
|
Geometry
|
Probability
|
Statistics
|
Average
|
1
|
5
|
4
|
4.50
| ||||
2
|
5
|
5
|
5
|
5.00
| |||
3
|
5
|
4
|
5
|
4
|
4.50
| ||
4
|
5
|
4
|
5
|
4
|
4.50
| ||
5
|
5.6
|
4
|
4
|
5.6
|
4.80
| ||
6
|
5.6
|
4
|
5.6
|
4
|
5.6
|
5
|
4.97
|
7
|
6
|
4.6
|
5.3
|
4
|
5.6
|
5.3
|
5.13
|
8
|
5.6
|
4.6
|
5.6
|
5
|
5.3
|
5.6
|
5.28
|
Y10 Table of progressions
The above table and graph show progress of a Year 10 maths student over 2 years in the Inquiry.
As these responses show, most students have rated themselves lower in their self management.
Link to Five things student survey results
Students plan time to complete allocated tasks.
Students have choice in the maths activities they do.
9COR Class self management record
I had a discussion with the class about the results. When the class could see the noise level they were making, they self adjusted and indicated they were more productive with the less noise. When they couldn't see the noise level indicated, they were more noisy and indicated they were less productive. It's like a dilemma - the dilemma of self management. When I imposed the classroom environment ("silence or you will be punished....") the students acknowledge that they are more productive. However, this doesn't empower students to management themselves. So it's like a catch 22.
I want to explore further the idea of having class privileges (see 10ATK Bill of Rights) or 'License to Learn' (idea from St Mary's that students earn privileges in relation to their level of self-management).
I want to get some more student voice on how they want their class to function. There is this dillema of self management with a group of people that I want to keep working through. I intend to spend some time in after junior exams to work with my Y9 class on the what some structures they want for 2018.
The above table and graph show progress of a Year 10 maths student over 2 years in the Inquiry.
 |
| Results from 10ATK Interim reports self assessment survey |
Link to Five things student survey results
Make Sense
What is important, therefore worth spending time on, given where my students are at?
Reflecting on the progress that students make over 2 years in the Inquiry programme (as illustrated in the Maths progressions), I think that part of this success, given they have less time in class lessons than a mainstream student, is the focus in the programme on Learner Agency. However, I was surprised that when asked to rate themselves on their self management, my current Y10 students rated themselves mostly at 'good'. Then when you go in to the 'Five Things' student survey results, a similar theme of "I can get distracted" is quite common.
So, I want to spend time creating structures and process in the classroom that further move students to take greater owner ship of their own learning.
Reflecting on the progress that students make over 2 years in the Inquiry programme (as illustrated in the Maths progressions), I think that part of this success, given they have less time in class lessons than a mainstream student, is the focus in the programme on Learner Agency. However, I was surprised that when asked to rate themselves on their self management, my current Y10 students rated themselves mostly at 'good'. Then when you go in to the 'Five Things' student survey results, a similar theme of "I can get distracted" is quite common.
So, I want to spend time creating structures and process in the classroom that further move students to take greater owner ship of their own learning.
Focus
What evidence based strategies are most likely to help my students learn what they need to learn?
 |
| From https://eduwells.com/2016/04/03/does-your-classroom-put-the-cart-before-the-horse/ |
Students have choice in the maths activities they do.
"As the experts in the learning partnership, teachers need to take the lead in all assessment that students cannot manage without support. But they need to do so in ways that encourage students to feel deeply accountable for their own progress and support them to become motivated, effective, self regulating learners".
John Hattie, Michael Absolum, Lester Flockton, & Rosemary Hipkins. (2009). Directions for assessment in New Zealand: Developing students’ assessment capabilities. Wellington: Wellington Ministry of Education.
Another term that relates to this concept is Visible learning. Here are some links related to this concept.
John Hattie, Michael Absolum, Lester Flockton, & Rosemary Hipkins. (2009). Directions for assessment in New Zealand: Developing students’ assessment capabilities. Wellington: Wellington Ministry of Education.
Another term that relates to this concept is Visible learning. Here are some links related to this concept.
- VTaL: Using Google sheets to track task management.
Effective Teaching and Learning
What will the effective teaching and learning strategy look like for my students?
Students given opportunity to plan their learning for the week (similar to proforma's for Y5&6 students at Tauranga Primary School). Encourage targeted choice of maths activities using Goal Setting process with student publishing maths goals and success strategies on their blog (see examples)
Make learning more visibile.
Students given opportunity to plan their learning for the week (similar to proforma's for Y5&6 students at Tauranga Primary School). Encourage targeted choice of maths activities using Goal Setting process with student publishing maths goals and success strategies on their blog (see examples)
Make learning more visibile.
- Link to Y10 Evidence of Learning sheet
What support will I need to action my inquiry?
- Observations from WSTs
- Obs - 29/5 by NEW
- Obs - 29/8 of HYE
- Feedback from students
- Different ideas and strategies on Learner Agency
AKO - TEACHING AND LEARNING HAPPENS
Reflect
What is the impact of the teaching and learning?
As a checkpoint in terms of self management, I used a noise level recorder to measure the chat in my Y9 class. See the linked document below:
As a checkpoint in terms of self management, I used a noise level recorder to measure the chat in my Y9 class. See the linked document below:
9COR Class self management record
I had a discussion with the class about the results. When the class could see the noise level they were making, they self adjusted and indicated they were more productive with the less noise. When they couldn't see the noise level indicated, they were more noisy and indicated they were less productive. It's like a dilemma - the dilemma of self management. When I imposed the classroom environment ("silence or you will be punished....") the students acknowledge that they are more productive. However, this doesn't empower students to management themselves. So it's like a catch 22.
Next Steps
Adaption - make tweaks to your effective teaching strategy
Is there something I need to change?
I want to explore further the idea of having class privileges (see 10ATK Bill of Rights) or 'License to Learn' (idea from St Mary's that students earn privileges in relation to their level of self-management).
Re-focus - what to do next
What are the next steps for learning?
I want to get some more student voice on how they want their class to function. There is this dillema of self management with a group of people that I want to keep working through. I intend to spend some time in after junior exams to work with my Y9 class on the what some structures they want for 2018.
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