Teacher Inquiry - Reflection 2

Term 3 has been full of learning and growth, not just for my students, but for me too. I’ve noticed some shifts in both my teaching and the way the students are approaching spelling and phonics.

Changes in My Teaching:
This term, I focused more on differentiating my lessons. Breaking the students into smaller groups meant I could give more tailored support to those who needed it most. I also started to use more gamified activities and made my lessons more dynamic to keep everyone engaged. The data tracking also helped me a lot – by checking their progress regularly, I could tweak my teaching on the spot if things weren’t working.

Changes in My Students:
I’ve seen so many improvements! Many of my students, especially the ones struggling early in the year, have gained confidence in identifying phonics patterns and applying them to their spelling. They now know more about vowel sounds and blends, which is awesome to see.

However, some of the students still slip back into old habits when they write independently, and I often need to remind them of the strategies we’ve worked on. But overall, there’s been a noticeable change in how they approach their work – they seem more confident and motivated.

What’s Next:
Looking ahead, I’m planning to keep working on the foundation we’ve built this term. I’ll make sure the students who still need more support get the time they need to consolidate their skills. I also need to balance the repetition with more variety to keep all the students challenged and engaged.

Equivalent Fractions - Class on Air Observation

This week, I observed Rebecca Henderson from St Francis of Assisi School teach a Year 7/8 maths lesson on equivalent fractions. I did this by accessing the Manaiakalani Class on Air website. The focus was on changing fractions to have the same denominator and applying this understanding to problem-solving tasks.

What I Liked :

• Direct Instruction: The class unpacked key terms such as numerator, denominator, and equivalence. Students practised finding a common denominator and changing fractions into equivalent fractions.
• Learn Task: Students worked through fraction problems, either individually or with a buddy, and used tools like Mathigon to represent their learning visually.
• Create Task: Students created videos using the Screencast app or Google Slides to explain their understanding, then shared their work on their blogs.

Students collaborated effectively, using clear mathematical vocabulary and explanations during discussions. By the end, they confidently identified common denominators and ordered fractions on a number line.

My Takeaways : 

• Visual tools like Mathigon help students grasp abstract concepts.
• Collaborative tasks encourage deeper understanding and effective communication.
• Including creative tasks like video-making boosts engagement.
• Managing classroom devices can be tricky but rewarding when done well.

This lesson showed me how to blend direct teaching with hands-on and creative activities to make maths lessons more engaging and interactive.

Thank you Rebecca for sharing your mahi for us to learn from!

Click here to see the Class on Air lesson I observed.

Teacher Inquiry - Reflection 1

These notes are in reference to my 2024 Teacher Inquiry which focuses on delivering The Code.

What I Did:

I planned lessons that catered to different student needs, balancing group activities and individual support. To make things more engaging, I used gamified activities for those already doing well in spelling. For the ones who needed more help, I provided extra practice time. I also kept track of their progress with spelling assessments to pinpoint where they needed more focus.

How the Students Responded:
The students generally responded well to the approach. The ones who needed more support really started to build confidence, especially when we focused on phonics and short/long vowels. For the more confident spellers, the gamified activities seemed to work, but there were moments where they got a little bored, especially with the repetition.

Some students still struggled with handwriting, and they were really focused on making everything perfect. This meant that sometimes, they'd get caught up in writing and not focus on spelling as much.

What Worked:

• The gamified activities were a hit with the stronger spellers.
• The consistent, repetitive lessons helped the lower learners feel more confident.
• Targeting phonological awareness gave students a clearer understanding of vowel sounds and consonant blends.

What Didn’t Work:

• The repetitive nature of some lessons caused a few students to disengage, especially those who were already stronger in spelling.
• Despite the lessons, some students still struggled to apply what they'd learned independently, especially without reminders.

What I Could Change:

• I’ll try shorter lessons and smaller groups to keep things fresh and engaging for everyone.
• I need to add more variety to lessons, especially for the higher learners, to stop them from getting bored.
• I could also link handwriting practice with spelling, especially for those still struggling with both.