I have been reminded of these key components/guidelines when designing an effective TAI. These will form the basis of my next ones:
The following are key aspects of effective inquiry:
Establish your inquiry based on evidence.
Involve your students in your inquiry.
Keep in mind the ultimate outcome of improving student achievement.
Make sure you understand the issue fully before jumping to possible solutions.
Think beyond the most obvious solutions.
Seek assistance from colleagues, readings, resources, research, experts.
Be aware of the assumptions and beliefs inherent in any plan you formulate and check their validity.
Remember, a different outcome for students will most likely demand a change in your practice.
Keep the inquiry tight, focused, and manageable. ( I think this is important).
Have a planned tim-eframe and process for measuring impact. ( and this).
Saturday, 15 November 2014
Monday, 10 November 2014
TAI #3 - Whole Class Teaching in Mathematics
Focusing Inquiry
For a long time now, since professional learning in 2003/2004 under the Numeracy Project training, I have used grouping systems for my teaching of Mathematics, specifically number strategies. These groups have been based on ability.
Some number knowledge teaching has been more whole class where appropriate as has the teaching of strands. Within this whole class teaching however there has always been the flexibility to work with individuals, small groups etc as needed.
With the professional learning I have been doing throughout the year I have been wondering if this is the best way to organise my Maths programme. Some thoughts...
Focus students: DR, HL, GL, AW, EG, EP
I would like to try using a whole class approach with students developing knowledge for themselves, seeking help as necessary, students supporting each other, students booking in/self selecting teacher support as necessary. The following structure will be used:
Find research that supports this approach - Maths Symposium notes/references, Best Evidence Synthesis
Teaching
Began new approach week 4 - have gone back to addition and subtraction strategies.
Used Figure It Out "Strategy Strut"
Students read through, discuss and develop their own understandings of strategies
I will work with individuals, pairs, groups as needed
Allow time to students to speak as much as possible rather than myself. Students learning by "Talking their Thinking aloud."
Hold mini-workshops as needed to target strategy needs
Explain the strategies using Explain Everything
Learning (11th November, Week 5)
More of a focus from students making their own meaning of strategies.
Students thinking through and working out how the strategies work rather than me modelling
Students are becoming more aware of when they can work out a problem mentally and when they need to write thinking down
Students more articulate at explaining
In my quick fire problems at the beginning of Maths more students are able to take part, solve problems quicker
3 of 6 students have now accurate strategies that can be used mentally (HL, AW, EP). 1 student has been away (EG). 1 student needs more support to understand the strategies (GL). 1 student can now use the strategies recording his thinking on paper (DR)
Learning Inquiry (Impact)
Most students in the target group have made pleasing gains - perhaps look at some data collection next time to prove this?
It would appear that this approach works better for these students
Need to ask students whether this is a better way of learning - why or why not?
Implications for the rest of the class (Mid/Upper ability)
For a long time now, since professional learning in 2003/2004 under the Numeracy Project training, I have used grouping systems for my teaching of Mathematics, specifically number strategies. These groups have been based on ability.
Some number knowledge teaching has been more whole class where appropriate as has the teaching of strands. Within this whole class teaching however there has always been the flexibility to work with individuals, small groups etc as needed.
With the professional learning I have been doing throughout the year I have been wondering if this is the best way to organise my Maths programme. Some thoughts...
- I have noticed that little progress is made with low ability students. This has occurred over a number of years despite intensive small group teaching.
- This year I have a small group of students who struggle with addition and subtraction mental problems - they lack the ability to solve even simple problems.
- Students who are always in the bottom group - does this turn them off Maths? They are always in the bottom group, therefore they do not improve, therefore don't bother trying? (The Self-Fulfilling Prophecy).
- These students are never exposed to higher order thinking, more advanced strategies or the rich discussion that comes from more able students as they are always in the bottom group.
- The research shows that students teaching students is one of the most effective ways for children to learn themselves. If students are supported to learn through a variety of methods then maybe doing away with ability groups and using whole class teaching will support and accelerate progress.
- Low expectations of students = lack of progress, low attainment
Focus students: DR, HL, GL, AW, EG, EP
I would like to try using a whole class approach with students developing knowledge for themselves, seeking help as necessary, students supporting each other, students booking in/self selecting teacher support as necessary. The following structure will be used:
- Introduce the Learning task, typically Figure It Out series (Rich Tasks). Read through.
- Students to self assess whether they have the understanding to complete
- Students can then choose whether to complete work or attend a teaching session
- During the teaching session students are responsible for sharing how they solve problems and teaching others as much as possible
- Students have the chance to solve problems independently, then explain and discuss with a partner and then sharing with the group/whole class
- I am free to meet with other groups to extend, support one-on-one, clear up misunderstandings etc
- Provide feedback as much as possible on progress and effort (Mindsets)
Find research that supports this approach - Maths Symposium notes/references, Best Evidence Synthesis
Teaching
Began new approach week 4 - have gone back to addition and subtraction strategies.
Used Figure It Out "Strategy Strut"
Students read through, discuss and develop their own understandings of strategies
I will work with individuals, pairs, groups as needed
Allow time to students to speak as much as possible rather than myself. Students learning by "Talking their Thinking aloud."
Hold mini-workshops as needed to target strategy needs
Explain the strategies using Explain Everything
Learning (11th November, Week 5)
More of a focus from students making their own meaning of strategies.
Students thinking through and working out how the strategies work rather than me modelling
Students are becoming more aware of when they can work out a problem mentally and when they need to write thinking down
Students more articulate at explaining
In my quick fire problems at the beginning of Maths more students are able to take part, solve problems quicker
3 of 6 students have now accurate strategies that can be used mentally (HL, AW, EP). 1 student has been away (EG). 1 student needs more support to understand the strategies (GL). 1 student can now use the strategies recording his thinking on paper (DR)
Learning Inquiry (Impact)
Most students in the target group have made pleasing gains - perhaps look at some data collection next time to prove this?
It would appear that this approach works better for these students
Need to ask students whether this is a better way of learning - why or why not?
Implications for the rest of the class (Mid/Upper ability)
- How can I use this system to make sure they are being exposed to new strategies, rich thinking? I have spent a lot of time with lower ability students and need to also make sure these others receive quality time
- Will the learning be sustained (say in a month?)
- How can I build in maintenance of the new strategies?
- How can I continue to move the "Locus of Control?"
TAI #2 - Rich Questions in Maths
Focusing Inquiry
I have noticed that some of my students struggle to think for themselves when posed with open-ended questions in Maths. While they may be able to solve equations, when faced with a "good question" they struggle to interpret what information they need to answer the question, struggle to identify what information in the question is needed to solve it and also struggle to question themselves e.g. "What do I already know?", "What do I think this is asking?"
These observations have been made after attending the Maths symposium in the July school holidays on "Good Questions".
Teaching Inquiry
Attended Taranaki North Math Symposium (July Holidays)
Reading “Open-ended Maths Activities(Peter Sullivan)
Discuss enjoyment of Maths and ways to solve problems
Begin to use questions in class – start with a small group, extend to whole class
Use the teaching approach mentioned in the book
Teaching
I have begun to pose open-ended questions at the beginning of Maths lessons. Whilst some students are working on Maths goals, half the class are with me whilst we talk through a problem.
Initially they have found this very difficult. Some students sit muddled, others attempt.
I am using the following process:
Learning
Students will be able to:
Identify what a question is asking
Identify the information needed to answer the question - if sufficient information is not given, identify this and ask for the information
Attempt to find a way to solve a problem - using whatever strategy and knowledge they do have
Develop new knowledge and strategies to solve a problem
Learning Inquiry
Observations:
Students have initially found this difficult - are they not used to being asked open-ended rich questions? I am thinking that the more they are exposed to this the easier it will become?
I have noticed that less able children do not understand the question or explanations from other students. I know need to make sure that these children have an easier problem that they can interpret (but mathematically similar) to allow them success but also to provide a way of solving the original harder problem. The idea is that the easier problem will naturally lead them on to the harder question.
I am also not catering for the students that do solve the problem quickly - these students need harder problems. Or could possible be writing the problems for other students?
A small selection of students are quickly identifying that they need to ask for more information - very pleasing.
I think modelling of how to solve the problems may be necessary.
Next steps and implications for Teaching
Do I need to have more thorough evidence that the teaching practice is making a difference? If so, how?
I have also learnt that TAI's are ideally centered around a small group of target students - 5-6 is the magic number.
I have noticed that some of my students struggle to think for themselves when posed with open-ended questions in Maths. While they may be able to solve equations, when faced with a "good question" they struggle to interpret what information they need to answer the question, struggle to identify what information in the question is needed to solve it and also struggle to question themselves e.g. "What do I already know?", "What do I think this is asking?"
These observations have been made after attending the Maths symposium in the July school holidays on "Good Questions".
Teaching Inquiry
Attended Taranaki North Math Symposium (July Holidays)
Reading “Open-ended Maths Activities(Peter Sullivan)
Discuss enjoyment of Maths and ways to solve problems
Begin to use questions in class – start with a small group, extend to whole class
Use the teaching approach mentioned in the book
Teaching
I have begun to pose open-ended questions at the beginning of Maths lessons. Whilst some students are working on Maths goals, half the class are with me whilst we talk through a problem.
Initially they have found this very difficult. Some students sit muddled, others attempt.
I am using the following process:
- Pose a question
- Allow individual time for thinking how to solve and calculate
- Discussing the problem and how to solve with a partner
- Sharing of strategies - whole class
- Paired teaching when appropriate
Learning
Students will be able to:
Identify what a question is asking
Identify the information needed to answer the question - if sufficient information is not given, identify this and ask for the information
Attempt to find a way to solve a problem - using whatever strategy and knowledge they do have
Develop new knowledge and strategies to solve a problem
Learning Inquiry
Observations:
Students have initially found this difficult - are they not used to being asked open-ended rich questions? I am thinking that the more they are exposed to this the easier it will become?
I have noticed that less able children do not understand the question or explanations from other students. I know need to make sure that these children have an easier problem that they can interpret (but mathematically similar) to allow them success but also to provide a way of solving the original harder problem. The idea is that the easier problem will naturally lead them on to the harder question.
I am also not catering for the students that do solve the problem quickly - these students need harder problems. Or could possible be writing the problems for other students?
A small selection of students are quickly identifying that they need to ask for more information - very pleasing.
I think modelling of how to solve the problems may be necessary.
Next steps and implications for Teaching
- Continue to use rich questions on a regular basis - adapt programme so they are used more regularly in Maths lessons not just at the start. I am reminded that this is not a stand alone programme but supplements current programme. More practise will helpfully hope students to develop deeper thinking.
- Use the approach above across Maths - Pose a problem, individual thinking time, discuss with someone, sharing, paired teaching
- Work with less able students to model and discuss how to solve these types of problems - these students need to become aware of their own thinking in Mathematics.
- Set students the challenge to solve the problems 2 ways
- Begin using images/photos as described in the Maths symposium - "Find the Maths"
Do I need to have more thorough evidence that the teaching practice is making a difference? If so, how?
I have also learnt that TAI's are ideally centered around a small group of target students - 5-6 is the magic number.
Sunday, 9 November 2014
TAI #1 - Improving Writing using Technology
Focussing Inquiry
I am not sure I understand the TAI process fully - writing this has helped me to identify this and some work is needed here.
Some useful websites:
- To develop students’ writing skills – to construct sentences containing a main idea then supporting ideas, make the sentence make sense, using an increasing vocabulary and use correct punctuation.
- To increase boys enjoyment in writing.
- Possible strategies to meet the focus:
- Unpack sentences (Sheena Cameron material).
- Make success criteria for sentences clear.
- Remind often – independence in checking.
- Read relevant chapters – Alison Davies: Effective Writing Instruction
- Use think aloud approach when modelling writing with students to check for meaning, sense etc
- Teach students how to use Google Docs and store access work, identify other engaging e-tools
- Begin building my own knowledge with Alison Davies/Shenna Cameron material. Begin to unpack sentences with target group and teach use of Google Docs.
- Students will be able to explain what a sentence is. They will then begin to construct sentences following a criteria and gain independence in this.
- Students are aware of what makes a sentence.
- They can construct a variety of sentences in focus sessions.
- There is less skill when writing independently.
- Need to focus writing on specific tasks across the curriculum rather than just in skill sessions.
- Allowing children to write for a real audience/purpose may improve quality.
- Students write more accurately and with improved editing using e-tools – Google Docs.
I am not sure I understand the TAI process fully - writing this has helped me to identify this and some work is needed here.
Some useful websites:
Teaching as Inquiry – links to readings
Teaching as Inquiry in NZ
Teaching as Inquiry , practical tools including links to
templates and explanations
Cliar Amos vid link..
She highlights the importance
of starting not with ICT goals, but with the students’ learning needs.
School approach to link TAI
and appraisal
Appraisal and Teaching as Inquiry
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