Oct 8, 2014

A Responsive Journey to Engage Learners in Year 5 & 6 Maths

Where did we start?
Use Teaching as Inquiry Model to start

Analysed PAT, GLOSS IKANS to find gaps in the areas of learning.
Used the Maths curriculum

Used the maths numeracy Progressions 

Fractions was deemed an area if need.

Teaching Inquiry
What will help our students?
Negotiated learning opt into workshops
Place themselves on the continuum if where they are
Reflective learning
Evaluating the process
Self assess their learning to move themselves to the next level ( up or down)
Learning both knowledge & Strategy
During workshops we could see wha the next steps were for students
Removed the language of by the end of stage .....that way to the end of year, this way they had better by in from students

What did we decide to do? 
*We changed the word Stage to ...end of year
*Kept the same language written in the curriculum document 
*Collated resources for each year level & compiled a resource book for each year level
*We put together a pre-test and a post-test using arbs.
Post test A & B so if they didn't pass the first they could re sit it in their own time when they thought they were ready

Created booklets for the workshops pulling together all the resources from their maths department to meet each of the learning intentions
E.g. Fractions: By the end of Year 4,5,6

Things to help in the classroom 
*Charts were drawn up for workshop sessions so students can refer to them when they need to encourage collaborative learning
*Step by step process

Learning Inquiry
Self management skills
Time management
Use of Showme to demonstrate their understanding is a follow up

Implications for future teaching
Explicit teaching
Kids knowing the continuum/skills
End of year 4,5,6 skills were glued into books. Got these signed off in workshops 
Did their own post test when they were ready not all at once,

What does it look like now?
Moved from end of year ...to levels now e.g. Level 1,2,3,4
They place themselves on the continuum of where they think they are
Also display the numpa sheets up with examples. So that the vocabulary is understood with examples.
Developed an assessment folder to where they mark off and highlight where the kids are at.
20 workshops 
10 workshops. 2 workshops per week. Redo week 4 week 8 . Teachers that did each workshop would highlight it if the child had met it. All up in one book.
The kids highlighted work to show evidence of how they met the learning intentions in their own workbooks. They also used must do's and Can do's are glued into their book
2 workshops
2 follow up activities
Basic facts
Create a timestables chart
Tailored programmes for special needs children

Can do the same for writing....using Asttle.

What next?
Experts to take a workshop
Do a KEpWL with each student at the start 
Putting the process up blank
Kids driving their own learning


Some examples of their resources:

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