Planning and assessment examples

Maths OTJ Moderation

Earlier this month we had a staff meeting on moderation. We each brought along some samples of work across different strands as evidence of that student being at a particular level. At the meeting we had to explain and justify how we'd made the OTJ using these samples. Some constructive conversations came out of it which got me to challenge my thinking. It was great to really get into the nuts and bolts of maths and how we can distinguish between level 3 and level 4.

How restorative am I? Reflection - Term 1

How Restorative Am I?

Take a moment to reflect on how, in your role, you deal with students when an incident or issue has arisen. Answer the questions below, shading the boxes according to this scale:

1 = not often

2= usually

3 = always

1. Do I remain calm during the conversation? 1 2 3

2. Do I really listen, without interrupting? 1 2 3

3. Does the student understand why they are having this conversation? 1 2 3

4. Would the student feel I am a good listener? 1 2 3

5. Do we explore how the school values apply to the issue? 1 2 3

6. Does the student understand the harm they’ve caused, who has been affected, and how? 1 2 3

7. Do I talk about how the incident affects me? 1 2 3

8. Do I take responsibility for any part I might have played when things went wrong, acknowledge it, and apologise? 1 2 3

9. If the student apologises to me, do I accept the apology respectfully? 1 2 3

10. Do I collaborate with the student to formulate a plan? 1 2 3

11. Have I, at any stage, asked someone I trust to observe my practice and give me honest feedback? 1 2 3

12. Do I try to handle most issues or incidents myself? 1 2 3

13. Do I seek support when issues get tricky for me? 1 2 3

14. Do I follow the school’s systems when looking for more support? 1 2 3

15. Is the relationship with the student repaired? 1 2 3

Look through your results and use them to identify where you could further strengthen your communication skills and restorative approach.

My RP goal/s moving forward could be;

1) Refer back to the school values more when dealing with behaviour/learning issues

2) Make a point to discuss WHO is affected by an issue (including me) and how to restore those relationships.

STAR Reading test analysis

Modelling books in reading, writing and maths

For my daily lesson plans, I use modelling books. These include learning intentions (often framed as a question), sometimes success criteria, the date student group/individual names for tracking purposes. These books are there for the students to refer back to in following lessons and independent time.  I also use the book for formative assessment, leaving examples of students achieving the learning intention and other indicators such as traffic lights.

Maths Workshops

My maths has for the most part this year been structured in a student-driven workshop format. Students do a weekly or fortnightly pre-test (self-checker - pic 1) to see what they know already and what their next learning steps are. Students then put their name down on the workshop booking sheet (pic 2) to show they need to learn that particular skill/concept.

I use this as a guide for who I will be teaching on each particular day. If there are a lot of kids down for one workshop, I will split the group in two or sometimes even three, differentiating them (but to the students it is 'random')

Maths Formal Observation and reflection

I feel that I have made good progress with using the 5 talk moves and it has become a normal part of maths that the students expect. I find myself using the moves without really knowing I am - telling me that it is starting to become a way of 'being' - more than just something I 'do'. The talk is still largely led by myself and I am making an effort to direct the students' talk back to each other and less back to me in the 'ping pong' style. I use lots of think, pair, share but I don't yet think the students are thinking deeply about each others' responses which is something that Jody picked up on in this Observation. I agree that my next step is having the students discussing more freely and having them lead it. Jody and discussed how this might be a challenge. We thought about explicitly teaching them to lead a discussion through modelling and 'role play' and using prompt cards. Deb also introduced me to the idea of a 'fishbowl', where half the group sit down and solve a problem and the other half observe on the outside and then ask questions for clarification. When I tried this, the questioning was very basic - only 'how did you work that out' etc, then there was little to no challenging or further questioning once they heard the explanation. This is something I would really like to work on as it is totally student to student conversation.

Tracking sheet in beginning stage

Data tracking of target students

Reflecting on my Maths Video

Working with target maths group

Here are some short video clips of me working with my target group in maths. We were placing different representations of fractions along a numberline. Fractions were a mix of simple, improper and mixed. I had been working on using the 5 talk moves to get more mathematical discourse happening. I think I'm using them pretty well, however I need to make sure I'm using all five, not just re-using the same two or three. Another next step for me will be to move towards the students initiating the discussion, rather than it being so teacher led.