Maths Progress

By -
This term I have been trying a new timetable for maths. We have started with a short DMIC problem on Monday, to introduce the concept in context. Then we have had workshops, activities, videos and used materials (where appropriate) to unpack the concept. We then end the week with a problem and apply our knowledge while working collaboratively.

My class seem more settled, more engaged (both cognitively and behaviourally) and we seem to be able to get more students to meet AO's more efficiently. The students seem to enjoy applying their knowledge at the end of the week as they tend to have more success and feel proud of their progress.



A3A4B
B3A4B
C4B4A
D3A4B
E4B4A
F3B3A
G3B3P
H4A5B
I3B3A
J3B3A
K4B4A

This term we started a unit on measurement and the table above displays the pre and post unit results from eAsttle testing (for my target group). This unit took place over six weeks and we only assessed one unit, but it is promising and indicates that this could be an effective method. I will continue to gather data in this manner to track my students progress. At the end of the year I will then compare data using this approach and data using straight DMIC.

Comments

Post a Comment

Popular posts from this blog

A Different Kind of Ending

By -
Image
As I approached the stage at my graduation on Friday,  I began to consider where I might be if I had not undertaken this degree. In fact, there was a chance that I might not have gone to University at all, as I am the first person in my family to gain a degree and one of only a handful from my old primary school.  Although I like to think I would have found a job that I would enjoy, it would be such a shame to let my dream of teaching go simply because I was not brave enough to enroll in tertiary study. It felt a little surreal returning to the University of Auckland city campus on Friday to graduate. I know that at other universities graduation is held at the end of the year, yet mine was held after I had finished my first term as a teacher. Although the celebration felt a little belated,  I really enjoyed catching up with my old classmates and I had a wonderful day. The highlight of my Graduation was when I went to dinner with my family as we discussed my ti...
Read more

Unpacking Our Reading Journey

By -
Image
Over the past two years I have been able to track a target group of students in my literacy group. The students are all girls except for F and G but these boys left in 2018.  I wanted to track this group closely this year as they came to me with reading ages between 8 and 9, where our learners seem to get stuck. In the first year, some were able to achieve accelerated shift, while others only made 6 months. Student End 2017 End 2018 End 2019 A 8.5 9 11 B 8.5 10.5 12 C 9 10.5 13 D 9 9.5 11 E 9 10 11.5 F 8.5 10 / G 9 9.5 / I focussed on those that had made the best shift and surveyed them to see what they thought caused it. F said that he enjoyed the topics that we were reading and that he was reading more. B and C had similar answers, with my hunch being that B made so much shift due to reading more at home. In fact, I gave B an extra text every week. In 2019 I attempted to give the students texts that they would find more interesting, and for the end of te...
Read more

Top Tips for Online Learning

By -
Image
With the world in lockdown every teacher is having to make adaptations for online distance learning. To help speed your learning journey,  here are seven top tips that I've curated from the experts Harry Fletcher-Wood and Dr Nina Wood at the  Education Hub . 1. Students attention spans are going to be far shorter . We know that there are many distractions for children at home and they are definitely not dedicating six hours of their day for school work. We don't want to overload parents either - if there is too much content and they have multiple children things get very tricky. A couple of hours of learning a day is great. In fact, my 11 to 13 year old students tend to clock out after about 90 - so I make the most of them! 2. Your learning activities need to be simple. We don't have the chance to meet face to face with students, to answer questions as they arise, so our tasks need to be easily introduced and explained. It is helpful to use a similar format each ...
Read more