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...

• 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

Teaching Inquiry (Possible strategies to meet the focus)
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)

Other ideas:
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?"