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:

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?"

Maths PLD: Overview, 1st July 2018

Imagine you are going to a Maths conference: What are the titles of the workshops you will go to?


We are all working through the Stanford Online Jo Boaler Course: How to teach Math. Here is a summary of what we have implemented so far.

Matariki/ Mahutonga

Tautoru



Autahi



Hunches

We shared some hunches and asked staff to evaluate.

Goals/ Actions from discussion about Jo Boaler Course

Writing- Session 4 (The Hunches)

Minutes by Nicola

Scott: I am sharing writing from an EEL . I am really impressed with this writing. I like how he did not follow the structure. He has shown imagery and is in the scene. He is gaining lots of vocab. He is orally ready.



Anna: I am sharing a child’s writing. We read Rata and the tree and took on different character from the story. He has taken on board feedback from mum on Seesaw. The editing that he has done is punctuation and has taken out one word. You can see personal voice from the forest people. Philosophy and ideas are strong. He has the purpose and audience.



The Writing Hunches

Anything you think is not relevant or anything to add?

Maybe our students already have an audience. They share with each other. There is Seesaw and there is us I think it is better when there is an audience. Looking out for more opportunities. The Minecraft video is a good example. There are different levels of audience and purpose. Feedback from parents is always rosy. What are we saying? Peer buddies give accountability. Everyone is heard.

Parent engagement in writing is difficult. Looking through a feedback lens- how much do parents know? What kind of feedback is given? Getting parents involved is light at the moment.

Sometimes teachers/ students need to say why they are posting or add articles.

Assemblies are a good time to share and use opportunities to say why we are doing what we are doing.

The purpose/ audience needs to motivate writers. Sometimes writing can be flat and meaningless.

How do we differentiate cognitive load for the different writers in our group? How do we extend the willing writers? How do we value the oral language? How much is linked to oral language? Anticipate the planning process…

One thing at a time…

Making it small and visual and manageable. They need to do one thing at a time. There is a lot of modelling and thinking aloud.

Make a community link. Writing would be more purposeful if it is seen at home.

Session 3- Writing (Teacher Inquiries)

Minutes by Shona

WWW in writing so far this year.

All the Y5 and 6 have taken off from where they left off last year.
When my writers are given enough time, they are editing more- underlining words.
Purpose of a plan.
Results of our survey- children helping each other to complete survey- more relaxed getting feedback with peer support. Cool linking bet reading and writing
Discussed “What a good writer does”- didn’t give up.
Playing with words.
Simplifying the criteria.
Fun seeing what kids do write.
Letter formation on whiteboard every morning- helps with flow and ease of mechanics
Creative writing- originality
Goal setting meetings- kids know next steps
Megan sharing writing after goal setting was great- knew why she was sharing her writing.
Conversation around purpose and audience at goal setting meetings very useful.

Targets from last year.
Look at in own time.
Page 7 Data and disparity info. New targets (in blue) now that Nat Stds gone- “acceleration”- tightening up targets. The ones we are monitoring are girls not meeting expectations, maori not meeting expectations, boys not meeting expectations. All names will be included and a small target group will be identified. Use 2017 data for baseline data. To be completed “together”.

Individual TAI- look at writers in group and see what they are already doing, to determine own TAI. Plan for next week’s writing- who needs a stretch? who isn’t where we thought they were? Think about a shorter TAI- eg termly. ERO recommendation. How much alignment might there be between TAIs with teachers? Could pass TAI on to another group if appropriate.

Purpose of today_ get info ready to share with teams- what are needs of specific kids- eg. how goal setting at beginning of sessions affects writing.

Teams for TAI discussions.

Writing Inquiry template from Nic- make a copy for own inquiry.

Identify focus- done today.

Create own TAI and aim to complete by mid term 2 therefore 3 TAIs in a year completing each mid term (2, 3 and 4). Is this making a difference or not? If not, then change.

Aim for the “LIfting it up”- sharing mid term.

Think about “Hunches” for Thursday. Do you agree?

Questions we want to Inquire into:

1.Do our students know have an audience to write to/for?  

  Are they clear about the purpose for writing?

  Do we plan for ‘audience’?  

2.How do our attitudes towards writing influence our students?

  How would developing the literary culture amongst staff affect         achievement?

3. How can knowledge of themselves as learners (learning to learn)    impact on writing achievement?

  How can we develop student agency in writing?

  What is the impact of having clear writing goals and regular reflection?

  How many goals at a time?

  What is the impact of feedback on development of writers?

  How can students develop their critical eye as writers?

  

4. How do we extend willing writers?