Showing posts with label Term 2. Show all posts
Showing posts with label Term 2. Show all posts
Monday, 1 July 2019
Monday, 2 July 2018
Inquiry - Term 2 Update
My inquiry this year has been to investigate how the use of TALK MOVES can support my priority students to improve their understanding and make use of higher level Maths concepts.
A REALISATION
I have been working hard to get the students in my Maths class to use at least one of the 5 key talk moves but particularly the Repeat and Add on options. In wondering why the students were struggling to use prepared talking frames (see poster above), I had an epiphany!
The Talk Moves are for ME to use to support the students discussion not the other way around!
AN ALTERNATIVE
I have adopted a model which explicitly sets out two roles for students in their small groups. They are either Knowledge seekers (asking questions) or Knowledge holders (sharing what they know). These roles are fluid from session to session but this simple step has given my students a more clearer sense of what they are to do when in their groups so their time together is noticeably more purposeful. They are proud to announce that they are a Knowledge seeker and need help or are a Knowledge holder and can help others.
WHAT NEXT?
Developing my use of Talk Moves to facilitate all parts of the DMiC learning process - Group Norms, Launch, Small Group discussions, the Half-class reporting back and Connect.
The Talk Moves are for ME to use to support the students discussion not the other way around!
AN ALTERNATIVE
I have adopted a model which explicitly sets out two roles for students in their small groups. They are either Knowledge seekers (asking questions) or Knowledge holders (sharing what they know). These roles are fluid from session to session but this simple step has given my students a more clearer sense of what they are to do when in their groups so their time together is noticeably more purposeful. They are proud to announce that they are a Knowledge seeker and need help or are a Knowledge holder and can help others.
WHAT NEXT?
Developing my use of Talk Moves to facilitate all parts of the DMiC learning process - Group Norms, Launch, Small Group discussions, the Half-class reporting back and Connect.
Wednesday, 5 July 2017
Term 2, 2017 Inquiry Update: Taking Stock
Taking stock of Term 1, I have come to really appreciate just how fluid the inquiry process and that it unfolds in a non-linear way, prompting a changes that initially were not on the radar.
Term 2 started with a clear goal - I needed to collect and analyse more data for my target students and continue on my inquiry journey. I had expected to do a round of IKAN and GLoSS testing and be on my way.
In the real world, however, my inquiry process stalled for a couple of reasons. Firstly, completing the testing was incredibly time consuming. Secondly, the results brought an unexpected outcome - four of my original group of 6 students tested at “well below” i.e. 2+ years behind their required level. The immediate implication of this was that I needed to choose a new priority group at the 'below' level. The logic, as outlined in a previous post, being that it is easier to shift students at the ‘below ‘ (i.e 1 year behind their required level) than those who are under performing at ‘well below’.
Looking head to Term 3, I will use the recent data to identify a new group of 'below' students. I can then proceed to test out my revamped focus question - the extent to which the format of maths problems will influence the problem solving abilities of my target students.
In the real world, however, my inquiry process stalled for a couple of reasons. Firstly, completing the testing was incredibly time consuming. Secondly, the results brought an unexpected outcome - four of my original group of 6 students tested at “well below” i.e. 2+ years behind their required level. The immediate implication of this was that I needed to choose a new priority group at the 'below' level. The logic, as outlined in a previous post, being that it is easier to shift students at the ‘below ‘ (i.e 1 year behind their required level) than those who are under performing at ‘well below’.
Looking head to Term 3, I will use the recent data to identify a new group of 'below' students. I can then proceed to test out my revamped focus question - the extent to which the format of maths problems will influence the problem solving abilities of my target students.
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