Teaching Inquiry: What strategies ( evidence based) are likely to help my students learn this?
Teaching and Learning: Ako
Learning Inquiry: What happened as a result of the teaching and what are the implications for future teaching?
Is there something I need to change?
What are the next steps for learning?
Focusing Inquiry: What is important ( and therefore worth spending time on) given where my students are at?
Inquiry for 2015: School wide Inquiry focus is around maths
Curriculum Area of Focus: Maths
Question: How can I raise achievement levels in Maths for my At Risk/ Of concern students.
Goal:
To encourage student voice through the use of Talk Moves.
What are Talk moves? Talk Moves Info
To have an understanding of a mathematical problem through the use of equipment.
Team Reflections: Team Evaluation of Maths PD and Reflections
Children in Inquiry Group: Year 4 MR,RB,SC,JMYear 3 LG,JE
Session One: Did not attend Session one due to attending a conference. But my team informed me that it was important, when putting number problems together, that the context stay the same. Two members of our team worked on this for mult/ div. The context fit in nicely with the terms concept also.
Session Two:
What did I focus on? Mult/ Div Arrays
What went well: Questions that were used were posed as number problems.
What I observed: As the focus was on multiplication and division, some children ( MR) in the group did not understand what the question was asking and so were taking the numbers in the problem and assuming they needed to be added.
Discussion/ Next steps:Trial out the use of Talk Moves during maths time and as often in the classroom.
Staff Meeting Focus:Anticipation
Session Three:
What did I focus on? Fractions Link to Fractions Problem
What went well:
What I observed:Honor worked through this session very slowly to ensure chn knew what the maths lesson expectations were eg: waiting time, not calling out. She wrote down the chn's thinking and encouraged all chn to take part, whether they knew the answer without equipment, and chn modelled ways of solving the problem using the equipment. JS is usually very quiet during our maths sessions and will not contribute. In this particular session, Honor was able to get JS to participate as well as with success and lifted her self confidence.
Discussion/ Next steps:
Session Three:
Staff Meeting Focus: Making an OTJ
Session Four:
What did I focus on? Time integrated into an addition problem
What went well:
What I observed:
Discussion/ Next steps: Great use of Thinking Boards to ensure children understood what the problem was asking.
Staff Meeting focus: Subitizing Workshop
Session 5:
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