2024 Maths Programme Reflection

This year in LS1, our maths programme focused on building strong foundations in number knowledge and strategies, helping my Year 6 students (aged 10-11) grow in confidence and enthusiasm. While our main goal was to achieve a 1.5x accelerated shift in progress, the true success has been the improvement in basic facts, multiplication skills, and attitudes towards maths.

Key Goals and Focus Areas
Our main goals were:

• Achieving 1.5x accelerated progress in maths.
• Reintroducing students to using maths books for their work.
• Developing a strong foundation in number knowledge and strategies, which are critical to mathematical success.

Although we touched on strand-based topics, the primary focus this year was on core skills in addition, subtraction, multiplication, and division. This focus allowed students to strengthen their understanding and build confidence in the basics, setting them up for future success.

Our Maths Lesson Structure
To ensure students had a consistent and effective learning experience, each lesson followed a clear structure:

1. Quick Facts Warm-Up: We started with revision of basic facts (addition, subtraction, multiplication, division) and simple key maths terms like ascending and descending. - this was because a lot of the scores on the PAT Maths tests reflected a lack of understanding of mathematical terms.
2. Teacher Demonstration: I modelled how to solve problems, explaining each step.
3. Whole Class Practice: The class worked through problems together to build confidence.
4. Group Practice: Students collaborated in smaller groups to solve problems.
5. Independent Bookwork: Students applied their learning individually in their maths books.
6. Create Task: Students used their devices to complete a creative task, such as making a presentation or solving problems digitally.
7. Blogging: Each student blogged about their work to reflect on their learning.

We marked work together as a class, and students received immediate feedback. For independent tasks, they marked their own work first before I checked it.

Supporting Students Who Need Extra Help
For students who struggled during class or group activities, I provided additional support in small groups. We worked side by side until they gained the confidence to try the work independently. This personalised approach ensured every student had the opportunity to succeed.

Making Maths Fun and Engaging
To make maths enjoyable, we:

• Gamified basic facts practice with challenges and sticker charts.
• Scaffolded lessons, giving students creative tasks to apply their knowledge after mastering the basics.
• Designed word problems based on our local community, cultures, and student interests, making learning relatable and meaningful.

How We Measured Progress
I used a combination of assessments to track progress:

• Quick Facts Scores: Recorded on a spreadsheet to monitor growth.
• Multiplication Challenges: Students marked their own work, and I verified their progress on a sticker chart.
• Maths Book Checks: I reviewed all bookwork regularly.
• Digital Work Reviews: Students linked their tasks to a spreadsheet, which I checked online.
• Standardised Assessments: PAT Maths, IKAN, GloSS, and JAM were used to assess progress across key areas.

Successes and Reflections
While we didn’t achieve the 1.5x accelerated shift we aimed for, our students made significant progress:

• Improved confidence in multiplication and basic facts.
• Better attitudes towards maths, with many overcoming initial reluctance.
• Noticeable improvements in PAT Maths scores.

The programme was a success in many ways, and I’m proud of the strides LS1 made this year. Moving forward, I plan to continue prioritising number knowledge and basic facts, as these are crucial to students’ mathematical development.

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 Only Day - Create Workshop

I recently had the opportunity to run a workshop during our Tamaki Cluster - Manaiakalani Teacher-Only Day.  I chose to show how I've used Craiyon (AI image generation) in my classroom to assist with descriptive writing. 

I started the session with an analysis of our Year 6 data, which revealed some important insights:

• Students were using creative tools effectively to demonstrate understanding.
• Students were primarily confined to using the Google Suite.
• There was a noticeable lack of collaboration around creative tasks.

In our RPI course, I was reminded that our tasks should ideally be:

• independent from the teacher, encouraging self-directed learning.
• providing opportunities for students to work together.

Craiyon is an site that generates AI images from text prompts. Craiyon can be employed for both loose and tight tasks:

• Loose tasks - can be completed over one to two weeks.
• Tight tasks - expected to be finished within a single class period.

For this workshop, I focused on a tight task as part of a larger narrative writing unit.

The reason I chose to focus on descriptive writing was because descriptive writing typically : 

• enhances creativity and imagination - skills that often diminish as students get older.
• develops critical thinking and observation skills - encouraging students to notice and think about details.
• improves communication and storytelling abilities - helping students convey their ideas more effectively.

How AI Tools like Craiyon help

• visualising descriptions - helping students see what they are describing.
• provides immediate feedback - allows for quick comparisons between their writing and the generated images.
• encouraging detailed writing - motivating students to include more details to achieve better results.
• engaging different learning styles: catering to visual learners who benefit from seeing representations of their descriptions.
• fostering creativity and critical thinking - inspiring students to think creatively and critically about their writing.

I was initially nervous about presenting to other teachers, but the positive feedback and engagement from everyone made me proud of my efforts. It's exciting to see how these AI tools can transform our teaching practices and inspire our students.

Teacher Inquiry Causal Chain 2024

When designing my intervention for improving spelling and phonological awareness, I needed to think carefully about my end goal and work backwards to ensure each step contributed to this. Here's the causal chain I’ve created for my intervention:

The Code - Observation

As part of our whole school literacy programme, each classroom is to spend time teaching The Code (spelling programme) every day.  In today's observation of The Code spelling program, I had the opportunity to observe my team leader and BT mentor Robyn Anderson, lead a captivating session on phonics, focusing on the "ea" sound. Robyn's instructional approach was not only engaging but also informative, providing valuable insights that I can apply to my own teaching practice.

She kicked off the session with a concise overview of The Code, ensuring that students grasped the program's purpose and structure. As she moved into the sound focus, "ea," she integrated real-life examples, fostering a deeper understanding among students. This approach resonated with me as it emphasised the importance of connecting phonetic concepts to students' everyday experiences, making learning more meaningful.

I noted her emphasis on differentiating between long and short vowel sounds. As a senior teacher, I am glad to have had this refresh on phonics as it has been a few years since I've taught a lesson on phonics.  Through interactive discussions and quick quizzes, Robyn encouraged student participation and guided them in discerning the nuances between these sound patterns. I found this approach particularly effective and plan to incorporate similar activities into my own lessons to reinforce phonetic concepts.

Throughout the session, she employed a variety of engaging activities, including partner discussions, mini-challenges, and quick tests, to reinforce learning. Her use of the whiteboard as a visual aid and incorporation of physical movement kept students actively engaged and focused. This multimodal approach inspired me to explore different ways of facilitating learning experiences that cater to diverse learning styles in my own classroom.

As the session concluded with a reflective discussion, I appreciated Robyn's efforts to ensure that students understood key concepts and could apply them independently. This reflective aspect reinforced the importance of ongoing assessment and feedback in the learning process. Moving forward, I plan to incorporate similar reflective practices into my teaching to promote student ownership of learning.

Overall, Robyn's teaching approach highlighted the importance of incorporating real-life contexts, promoting student engagement, and fostering a supportive learning environment. I am eager to apply the strategies and insights gained from this observation to inform my own planning and enhance the learning experiences of my students. 

Same But Different - 2024

As an educator, the classroom is not merely a space for lessons but an environment that plays a pivotal role in shaping students' experiences. Last year, I found myself in a MLE space, sharing a class of 60 students with another teacher spanning across years 4, 5, and 6. This year, the transition to teaching only Year 6 students has presented a unique opportunity to redefine and revamp the learning space to better cater to their specific needs.

One of the first challenges was to make the space feel new for the returning Year 6 students. The classroom layout plays an important role in fostering a conducive learning environment. I divided the space into two zones to cater to different aspects of our daily routine. One side is dedicated to formal learning, with organised desks and a clear focal point for lessons. The other side now serves as a flexible breakout space, providing a comfortable setting for roll calls, whole class discussions, and things that require more space such as mindfulness or drama.  It also serves as a space students "work towards" sitting in for independent tasks.

Beyond the physical transformation of the space, it has been equally important for me to communicate a shift in expectations and behaviour from last year. While the memories of some less-than-ideal moments lingered, I approached this with a focus on positive change.  During our first day together, I took a moment to address the akonga with sincerity. I expressed my belief in their ability to rise above past challenges and assured them that this year was a fresh start for everyone. By acknowledging the past without dwelling on it, I hope I have set a tone of optimism and understanding. The physical changes to the space served as a tangible reminder that this is indeed a new year.

To instill a sense of belonging and ownership among the students, we got to work straight away - displaying their projects, and artwork.  It has not only boosted their confidence but also created a positive and collaborative atmosphere where everyone feels valued.  Expecting manuhiri in Week 3 was a good motivator for this also.

Pictured is my former principal Mr Burt and I during a Manaiakalani Principals' Visit to my kura.  I took great pride in welcoming him and the other manuhiri to our space - and I was especially proud to see my students taking ownership of our class, offering to show our visitors their different mahi around the classroom.

As the year progresses, I hope it becomes evident that my akonga have embraced this new beginning.  I want them to understand that their actions will shape the character of our shared space.  Kia ora 2024!