Sunday, 27 May 2018

Term 2's Inquiry - Oral Language and Vocabulary Building in the Digital Technologies

After a meeting at the end of last term about implementing the Digital Technologies curriculum, I thought this would be a good area to branch my Inquiry into for Term 2. This meeting re-inforced the notion that as exciting as coding and all the fun technology we could provide would be for the kids, they would need a lot of language around how to use and understand them.

So far this term I have been focussing on directional language. We have been looking at our left and right, forwards and backwards, and all the different prepositions we could think of. The children have enjoyed guiding their friends through mazes and discovering different words to describe concepts they already had. - Such as "beside" instead of "next to" and "between" instead of "in the middle of".

I feel like this is giving them a good basis from which to begin their coding on Scratch Jnr.

Where to next? There is always more language to be gifted, and I think the key is to not be scared to use big words that the children may not yet understand. How else are they to learn them if they never get exposed to them? Once I feel Digital Technologies vocabulary has been built up sufficiently, I will probably choose another area in which to scrutinise my teaching of subject-specific vocabulary. Given our current focus on DMiC, Maths looks like a good area to move into next.

Monday, 9 April 2018

Professional Inquiry Progress end of Term 1

I have mixed feelings about my success with my Inquiry this term. It has been a busy term for me, my first in the role of Team leader, and I have been distracted by the needs of my student teacher and our whole staff development in learning to teach Maths the DMiC way.

Having said that, I am definitely proud of the classroom atmosphere that I have fostered. All children seem more willing to engage, if not at the whole class level, then in their smaller group work. Some children have really taken off with the idea of questioning their peers, but this needs to be a continuing focus.

DMiC lessons have allowed me to take a step back and observe the children's interactions with each other, at least in the learning context. I feel I have a good understanding of the strengths and needs still to be addressed within the class.

Friday, 23 February 2018

Getting the non-talkers to talk!

This year, my professional inquiry is going to be focussed on Oral Language. Too many students in my class struggle with finding the words to express themselves or share a story. I want to help them learn to speak in sentences and to understand what a sentence is. I want them to extend on their ideas and include more details. We will be working on having a conversation between two or more parties, that includes thoughtful questioning.

The challenge I face is that many of the children are not used to sharing their ideas themselves. They are willing to give one word answers to questions directed at them but not initiate their own sharing.

I hope that by regular, daily encouragement and scaffolded questioning, the children will at first, at least improve their confidence to share.

Sunday, 3 December 2017

Reflecting on my Maths Inquiry for 2017

This final term has gone so fast!

I have been reflecting on my journey this year and the progress that my class has made on the whole. I am really proud of how so many of them have stepped up to show their readiness for Year 3 next year.

Looking specifically at my Inquiry focus of Making Maths more Fun and Engaging for Students, I feel I have for the most part accomplished what I set out to do. I have a group of particularly enthusiastic, self-motivated, high-achievers in Maths who actively enjoy achieving new personal bests. Even the lower achievers academically, seem to enjoy practising Maths at their level and seeing the progress that they themselves are making at their Basic Facts too.

Next year, I would like to include more Strand Maths in my teaching on an ongoing basis rather just in short blocks throughout the year. I have held back from focussing in these areas in the past for fear of it impacting negatively on Number Knowledge, Add/Sub, Mult/Div and Place Value learning but I now feel more equipped to incorporate these elements alongside a Strand focus such as Measurement.

While not all my students have progressed to 'At' or 'Above' the National Standard in Maths for their level, I feel attitudes have improved towards Maths across the board and a good number of my students will continue to practise their Basic Facts at home over the holiday period.

Jo Knox PD with my target group
Addressing that monkey/banana problem from JAM.

Sunday, 5 November 2017

Celebrating Accelerated Shift for One Learner in 2017

Dorothy is taking our Manaiakalani staff meeting this afternoon. She has asked us to reflect on a learner that has made accelerated shift in our Inquiry topic this year. Here is my slide celebrating shift for one of my learners in 2017.

I am particularly proud of how his engagement in Maths made a complete turn around from Term 1 to Term 4. He now enjoys and is excited to be doing Maths in class.

Sunday, 22 October 2017

Maths Inquiry - Term 4.

Term 4 is already one week down and only eight more to go! With such a busy term ahead of me I think it is important to keep my Inquiry goals realistic and achievable.

I have started this term's approach to Maths by thinking about engaging the children with WHY we learn Maths and the implications their knowledge base has on their daily lives. Week 1 was a whole class focus on money. It was great to see who had prior knowledge in this area and just how many could apply their skip-counting in tens (for instance,) to counting up their 'real world' money. They all enjoyed the hands on element of getting their own little 'wallet' full of real-looking money, which resulted in a high level on engagement with the tasks.

With testing coming up there needs to be a focus on revision but also on doing their best in the test. In previous tests I have found that while I know they have the knowledge or strategy to solve a problem they don't always know when to apply that. So, revision through problem solving is my focus for the first part of the term with the second half switching to fun, engagement and strand knowledge building.

Monday, 18 September 2017

My End of Term Inquiry Presentation

I have been reflecting on the very pleasing progress my class has made this term in both their basic facts knowledge and attitudes to Mathematics. I prepared the following presentation to share my findings with my Inquiry group today: