Maths observation - TAI

Last week my team leader came in during maths time for an observation. The learning intention of the lesson was to order decimals to two d.p, and be able to put them on a numberline, knowing the difference between a tenth and a hundredth. The focus for my observation was around reflection at the end of the lesson. It is important to me that my class are reflecting on their learning, making links to the learning intention/goal. I also expect them to be able to identify if they're struggling and specifically what part of the learning they need to work on. I am using the resource given by the maths advisors and find that it works really well. 

What is not going so well is the written reflection. We often forget, so the interval bell will ring and we would have missed our reflecting time completely. Also, written reflections are still often about task completion, rather than actual learning. I think the next step in remedying this would be to get the kids to use the same reflection prompts that we use for verbal reflection, in their written reflections. Also need to set a timer each day! 

I've noticed in Riley and Ben, a real sense of ownership over their learning and they are spending their independent time on RELEVANT activities. They have even been bringing their evidence to me without my asking. The real proof if this is working will be when I see this learning demonstrated in a different context, totally independently. 

So overall, happy with the things I'm trying. I just need to be really consistent and ensure reflection is done well.

Lesson observation sheet from T.A.

Keeping the small things small - PB4l

Keeping The Small Things Small

May 2017 - PB4L, Module 6

Reflect for a few minutes on your top 4-5 strategies for keeping the small things small. What is the least intrusive techniques you use to de-escalate situations and turn the heat down.

Pair up and share again/add to your list.

Ignore, use humour, reminder of expectations/consequences

Find your team and add any other strategies.

Buddy up with another person

Whole staff discussion - what are the common themes with approaches? Each person is to identify 2-3 strategies that are new to them and commit to trying them out over the next fortnight.  

	Team Strategies
1.Two students are having a noisy row in the school grounds.	Distraction - give them something else to do Get one to come with you for a walk and a chat Get rid of the observers
2. You hear a student swearing in the cloak-bay.	“We don’t talk like that at HNI” “I wouldn’t expect that from you” Exaggerated gasp
3. While on duty you come across a student who is clearly breaking the school uniform code.	“Come and talk about your socks” “Can I see your uniform pass?”
4. A student is continually distracting a student in your class.	Proximity, moving a student, changing the subject to about the learning, change what we’re doing/the task, give ‘the look’ Is that the best place to sit for your learning?
5. You see a student casually drop litter in the school grounds.	Did you notice that you dropped that litter back there?

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.

Classroom Walk Through

Maths TAI 2016

Maths Workspace

To give my students choice and more opportunities to drive their own maths learning, I use workspaces. These are set-up to work alongside the maths workshops as the place to go to practise skills and do evidence tasks when they think they have mastered a learning intention. The workspace has a range of different activities for different learner's tastes - games, tutorial videos, rich tasks, practise activities from workbooks etc.

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

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.

   

Classroom walk through