Celebrating TAIs and UDL Walkthrough 10th June

Teachers shared TAIs in teams and discussed where to next.

We did a UDL walk through of all of the teaching spaces. We discussed what visual tools we have put in place to support our students. 

Connecting the Dots

Overarching Goals that run through all PLD

Raise student achievement

IMPROVE TAI - ROBUST TAI cycle, measurable etc , narrowed focus , timebound etc

Increased teacher assessment capability through formative assessment, moderation etc

Strengthen/improve teacher understanding in all PLD areas.

Also see: PLD Goals Summary

TAI Goal Setting

We discussed the goal setting cycle with a writing focus. 

We discussed hunches about goal setting:

TAI Goal Setting in writing template:

Celebration of Maths TAI and where to next...

On 5th November, we all shared our Teacher Inquiries in small groups.

Autahi

Using materials to build up number sense

Numeral ID connected to making and breaking numbers

Problem solving with materials

Building around fun contexts

Tautoru

Number Talks

Opportunities to collaborate across groups

Talk Moves- Discussions

Collaborate in different ways

Using more Seesaw reflections with oral reflections (rotate)

Identify those lacking in confidence and give them a chance to develop confidence and status using growth mindset activities.

Using reflective tools like Blob Tree.

Using visuals and materials consistently access freely.

Investigative maths play time (e.g. different activities to choose from).

Matariki/ Mahutonga

Check number sense of learners and respond with programme based around the use of materials.

Entrench Dylan Wiliam’s messages about formative assessment. I

Conferencing oral and immediate while ‘roaming’. Immediate Teacher feedback

Helping Circle in Maths

Building collaboration

Building a community of Inquiry for problem solving

Mistake detectives/ Error spotters

Getting students to do the work- going back to check mistake

We need to give students opportunity to look at own work.

Developing proofs

Entrench Maths Talk Moves

Using this discussion checklist

Raising the status of students

Maths Triples Planning

We will be starting our Maths sessions with something that has been been going well in our Maths lessons. We started with this today. 

Our TAIs and Triples with fit in with one or more of the hunches that we developed together in session 1:

1. Some of our students do not like Maths (girls…) Attitudes to Maths have a huge impact on achievement. (Girls, Societal/parental messaging, stereotypes etc.) Some students lack engagement in Maths (have little connection to the relevance, application, beauty of Maths) parent community don’t understand current approach to maths Teaching/learning.
2. Developing discourse in Maths will have an impact on student achievement.  Discourse in Maths is less rich than in Literacy. Including unpacking the meaning of Maths vocab and ideas.
3. Formative assessment practices need to be enhanced in order to capture and track achievement day to day. How can assessment procedures align with teaching and learning. How can stress be removed from assessment?  
4. Many students lack Number Sense (as a result of abstract nature of Maths teaching,procedural learning in Maths?)
5. Students in Maths are less likely to be in ‘Flow’, an investigative/Inquiry cycle would bring more meaning?

In our triples teams we shared our planning.

Triples Planning Template

Critical Questions for our Triples Discussion:

How will/might this learning impact on achievement for your Target students?
What are you investigating in Maths? What hunch is this connected to?
How does this plan/lesson connect to your TAI?
What are the innovations you are trialling?
What are the desired outcomes for learners?
How do you think the action you have selected going to impact?
What are the desired effects for your practice?
What are the shifts in your practice you are working towards?
What will this mean for you? How will that make you feel if you achieved these?

Reading for Monday (in reference to triples): Maths: Accountable Talk Ain't just for kids

"How often and how deeply do teachers, coaches, principals or district supervisors explicate their reasoning and hold it out for scrutiny by the professional community? How often do we speak up, ask questions, challenge assumptions and dig deep when it comes to questioning our practice and beliefs? How many of us avoid these behaviours for fear of offending someone or being seen as resistant or difficult? When people around us do question our beliefs or practice, how many of us receive these questions with an open mind and an inquiry stance?"

Reflection from Teacher Inquiries

We shared our TAIs with each other in small teams.

A summary of TAIs with links to individual TAIs.

Here are our next steps:

Matariki/ Mahutonga Actions:

Effective Feedback has helped to raise achievement for students in Mahutonga Matariki.
Effective interventions from our TAI which we will implement in the programme include:
Written Feedback is given as a question, with the intention of action being taken. (Can you…..?) No more than 2 actions
Responding to feedback timetabled
Focus on typed feedback
Keeping a feedback folder to track goals
Pink and green coding used (artfully) in a range of ways
PSG in margins, making students work
Feedback given to the writer, not to the piece of writing.
Feedback connects to student’s goals and writing criteria

Autahi Actions:

Keep it simple
Connecting reading and writing for emergent writers
Using Yolanda Soryl type phonics/formation teaching (letter formation is connected to sound/letter knowledge)
Using visual success criteria, experience and writing exemplars for those that need pushing to the next level
Making writing fun and different (with art, etc).

Tautoru Actions:

Suz- sound boxes using frequency words to fluency. Linking from reading to writing.
Keeping writing relevant to current experiences in other curriculum areas to expand vocabulary and give authentic reasons to write.
Find regular opportunities to share with an audience.
Giving feedback on specific goals/SC (some of ours can’t read the feedback so will need to think about how to record). For more fluent writers:Using P-punctuation and S-spelling. Use pink and green.