We had a great session with Bruce Moody last week around Maths learning within our levels.
He made a timely reminder that his diagnostic questions and progressions are to show what kids are capable of and their next steps - not as a 'test' to be done and forgotten. Using the information gathered for planning and group work - differentiation among students.
We have been using the progressions in MLH and with our learners we have discussions with our learners about what they know, what they're making mis-takes with and how to improve.
For my target group, it is ideal for them to see and know about their gaps. This has lead to this group being more in charge of their learning and are sharing that they are having conversations around maths with their whanau and are excited when they find maths problems that they are learning about within weekly class activities.
They are connecting the strategy with a name: 3 digit subtraction, cross decade etc
that is exciting, they are excited!
Our progressions and questions are a working, living document!
Bruce also shared great ways to build upon times tables. A good reminder for our target group that has 2x, 10x and 5x. Our next focus - grouping language using known timestables.
Using Bruce Moody's progressions and having students see their gaps on the tracking sheet has created a lot of buy in for their success and progress.
We identified that subtraction was a weakness across the group - showing that learners did not yet identify that the number being subtracted FROM was the only number that the learners had to work with. Students were flipping numbers to suit them ie 2-9 in the ones column became 9-2.
We worked through 2 digit subtraction with place value blocks and then moved to 3 digit subtraction.
This student in the video was very apprehensive about subtraction "didn't like it", "was too hard" until we broke the process down with the place value blocks.
Along with the other learners, she stated that she could actually 'see' the number and understood that the number being subtracted was inside that number.
Here she is explaining her process with the place value blocks. The other student had to listen and follow along to write the process down in mathematical equation.
We have continued to work with place value blocks when needed - but these learners now identify the WHY of borrowing and renaming. Over the past 2 weeks we have had lots of practice and discussion with each learner sharing by way of giving feedback and justifications to each other.
They are now comfortably working with 3 digit subtraction - number equations and word problems. Their working out has become more comprehensive and they are more particular about showing their working, lining up the place value columns and 'rereading for sense'. Over our sessions those learners who were working on other strategies have worked out that they were not the most efficient as they were lagging in getting answers down before we moved on to next questions. Feedback from others in the group has been invaluable to their learning as well.
Here is a video of a learner showing his subtraction process this week:
We also have spoken about checking our work to make sure we have worked correctly.
Students are keen to give evidence so that they can be confirmed as 'pink' (mastered).
Current progressions chart showing improvements - learners are engaged with this and can see their next steps. They are also happy when questions come up in our weekly Basic Fact Challenge that they now understand and can show demonstration of.
Our next focus is multiplicative grouping language moving into known times tables and the triangle of facts.
From looking at the data from the initial observations and diagnostic questions, I can see that these students need strategies for cross decade addition and 2 digit subtraction.
This is going to be our first area for teaching & learning.
There is a gap across all learners in 2 digit subtraction when the bigger number has small numbers in the tens and ones column. They are flipping the numbers around to suit the addition eg 243 - 157 becomes 257 - 143 because these facts are known to the student.
What they are missing is the identification that the number that is being taken away is PART OF the total (the first number). This is where I am going to head back to for these learners and am going to use equipment to help as the students appear lacking in knowledge of what the number actually 'looks' like.
Partitioning has helped them to begin to visualise but it is not an efficient method for them in the long run to break down each number. They need to see and understand the borrowing and renaming process.
(Students are also partitioning to solve 2 digit addition - using bonds to 10 and place value to solve.)
My inquiry this year is centred around a group of students who are just below curriculum expectations in Maths.
They are Year 6s and are working around Early Level 3 and appear to have some misconceptions around math strategies.
My inquiry question is: "How effective are the Bruce Moody Diagnostic Questions & Tracking Sheet in identifying next steps and accelerating progress for meeting expectations."
We have Bruce Moody facilitating our Professional Development this year. We also have access to his Seed Maths website.
Our staff have had several sessions with Bruce so far this year, unpacking his progressions and tracking sheets. The expectation is that all staff will be using these sheets across the school in the near future.
The strengths of the group are 2 digit addition with no borrowing & regrouping; multiplication tables of 2x, 5x and 10x (in that form - interestingly a question about pairs had them stumped); and multiplicative derivatives. The kids also all like maths and are eager to learn more and be better than before, which is always an added bonus!
To consolidate where I think the students are working, I have taken Bruce's diagnostic questions and have had the students show working and give answers to the questions. I have had one on one conversations with each of the students getting them to explain their working.
As we can see, there are a variety of successes - but as above, strengths are addition and multiplication with early times tables.
Pink is known & correct working; yellow is right track but not yet consistently accurate and green is working on.
This has shown the where to next for this group and I will be sharing this information with the kids so that they are having input and buy in to their successes.
So, in my Early Level 4 Maths strand group I have introduced word problems into Strand. Our first challenge was with algebra.
Many times, I have said and shown our learners that maths is all about patterns... find a pattern to help you work something out. This week I used a NZMaths website problem called 'The Farmer's Sheep'. At first look, the kids thought this was way to challenging - they wanted to give the sheep back; eat the sheep; hide the sheep. You name it, they wanted to not have anything to do with the extra sheep that the question required them to find a paddock for.
A few kids got straight down to drawing up the grid and working with random numbers to see what they could figure out. These were the learners that I have noticed love numbers and a challenge. At the end of the session, perhaps half of the groups had got 'a' solution.
At the start of the next session, numerous learners let me know that the had 'the' answer. I replied... "What would you say if I said there were actually 16 answers?" Stunned looks. What do you mean 16 answers Koka Ngaire?!!
During the session, learners got out equipment to move around: counters, die and ones blocks that became the sheep. Soon we had many groups sharing their answers. The learners who thought the had 'the' answer were challenging themselves to see how many of the 16 they could evidence. Once the kids had found the pattern that the 4 corners always added to 11, they were away.
Great discussion and reflection at the close of the session about what was helpful and made solving this challenging problem easier. Looking for a pattern and having equipment to move around were top of their list.
Pleasing to hear the learner who had 'the' answer originally share with another teacher that "Hmmm, there isn't always just one answer."
It always seems to be a surprise when the little things become the big things.
This week and last in my Early Level 3 writers workshop, we were looking at being observant writers - looking at the detail.
To do this, we took a rather bland looking Spray & Wipe trigger top. The question was posed... how does this work?
We discussed in buddies what we thought happened, then we came together as a group to share - we wrote all our good words on the board. Then we took an actual look at the trigger top... lots of discoveries were made and more words added to our initial list.
The writing of students became so much clearer. Being able to use the word bank that they collaborated on, crossing off the words when they are used was a powerful tool.
They are using precise nouns, strong verbs, structuring their writing in sequence, editing when rereading... discussion and reflection when there were disagreements about how each had explained, asking questions, sharing of evidence to prove their point.
Care being taken of the trigger top so that they could use it in the next writing session.... mostly boys.
The feeling of success that they are being good writers - observant writers. Writers, full-stop.
Now to label our trigger nozzle.
It is so great when kids start naturally and automatically helping each other to learn.
We have had great discussions lately in my Early Level 3 maths workshop group around proper, improper and mixed numbers. Within this group it is mixed ability and seems to be fluid in regards to what we are covering.
Last week Bjorn had worked backwards to figure out how to change mixed numbers to improper fractions. Today he shared his '3 step process' with the rest of the group. His instructions were really simple and clear.
A couple of students had been away for a week and it was heartening today to see the rest of the group work through some equations with those who had been away. They took their time in explaining, used wait time to let the newbies work it out for themselves, prompted when they could see incorrect working out. I really just sat back and observed.
The success that these students felt was shown all over their faces - for both the 'teacher' and the learner.
It is wonderful to now hear learners who have previously said that they "don't like maths", "I'm not good at maths" say they "love maths"! As a workshop group, we are taking our time, using repetition and getting much talk happening around the table. Learners feel safe to take risks knowing that everyone in the group is there to help them. Brilliant!
Looking at our identified needs - many of our writers said they struggle with ideas... where to start.
In response to this, I have incorporated the website storybird.com into our daily quickwrites. Students have the opportunity to complete one digital quickwrite a week.
There are topics particularly for engagement from the group of identified learners - monsters, chasing etc . I have started all of our learners as part of the Storybird.com class site, creating assignments for all with 80-100 words for use. Learners can reset the images, but keep the assigned words.
Learners then just let their imagination go and create a poetic response to the topic.
Our target learners have said they are engaged with this digital format as
- the words are already there (they don't have to think about topic words)
- there is no actual punctuation. (However, there is learning around punctuation as they are seeing/hearing when and where words should be on new lines or possibly stand alone.)
- writing is short and to the point
As our learners progress, they will be able to access the longer form of picture books on Storybird. Opening up the word bank to our learners too, so that they have shared ownership of the writing.
Storybird allows all learners to read, enjoy and comment on other class members writing within the online class library - giving feedback in a non-threatening way.
Beginning the blogging journey has seen positive results for our learners with identified needs in writing.
Our small group of learners (majority boys) identified that they needed support with ideas and organisation, voice and vocabulary... also - what PURPOSE was writing serving them?
Blogging has seen increased engagement as these writers are aware of their audience - they are keen to post to get a genuine reply... especially from a learner at the same age and stage as them.
An identified learner actively wanting to share his
QuickWrite on his blog. He chose to type out
his writing as well.
By viewing our buddy class blogs as part of Tuhi Mai Tuhi Atu, our learners are seeing that writing does not necessarily equate to pages of 'writing in a book'. Writing can take the form of a short blog post about their learning of any sort; a thoughtful and positive blog comment to another learner; a quick review of a book they are reading; a retell or explanation of a reading group activity.
More of our learners with identified needs are actively seeking out opportunities to share their learning - writing has become the 'by-product' of blogging!
So the new year has started... how exciting to be at a new school! Everyone at WBS has been so welcoming and friendly - a real family feel. Starting a new Collaborative space at WBS will have its ups and downs, but I get a feel these great kids are going to take it in their stride. They have already shown that they are powerful learners by being organised and ready for learning, taking responsibility for getting work completed and to their best standard. They are already getting to grips with moving between the 2 spaces - making good choices about where they work. We have done heaps of 'getting to know you' activities and lots of moving between the 2 class spaces. There was a lot of collaboration and co-operation happening in the cup challenge: having 6 people move a piece of string each to get the rubber band wide enough to go over each cup - no hands allowed! They quickly realised they had to communicate clearly & effectively with each other to be successful! Collaborative team challenge We also had chances for discussion, justification and reasoning looking at growth vs fixed mindset. Fabulous listening to each group come to a unanimous decision... and then they were willing to share their outcomes with the rest of the class.
Our Year 6s are getting ready for heading off to Camp in week 4... off to Camp Kaitawa at Lake Waikaremoana. We have been going for daily walks to get our fitness levels up - lots of walking ahead of us! We have been learning to look out for each other, listen & watch our surroundings, walk single file where necessary and Stop, Look & Listen when we hear the whistle. Also that good walking shoes are a must!!! Camp is going to be awesome! And finally we had some buddy class time with Room 10. How lovely to finish our week with some shared reading to our young friends. Lots of happy people listening, sharing and talking with each other over lots of good books! Buddy shared reading
(I won't share that I also got taught how to do a cartwheel during Teach the Teacher... AND I DID ONE IN CLASS!)
He made a timely reminder that his diagnostic questions and progressions are to show what kids are capable of and their next steps - not as a 'test' to be done and forgotten. Using the information gathered for planning and group work - differentiation among students.
