Coaching reflections with Sue

Here are my coaching notes around Alim

DATE: 14 May 2019

GOAL: Come up with a platform of how I can support the teachers in their ALIM interventions

REALITY:

ALIM - Accelerated Learning in Maths. Similar to Lesson Study (ALIL - literacy)

3rd year doing it at Oruaiti

Jorja used to take students out that were below (not well below) intensive 12 weeks double dose
of maths - normal lesson, then extra 45.

Last year same with two cohorts of students. 15 minutes lessons with students, problem solving.
Front loaded students below, so they were the ‘experts’ take it back to whole class and have mixed
ability groups.

Whole school meant to be doing 15 mins ALIM four times a week with below students to front load
(apart from Kara - doing 5 x 10). Could also be any kind of need of that group - e.g. basic facts,
time tables, needed for tomorrow’s lesson. Providing the tools they need.

ALIM folder online with resources and list of students to collect pre and post data and student voice
to see dispositions.

Meant to be 10 weeks. New cohort next term.

Collecting data from 3-4 students, but other students can be included in the programme.

IDEAS FOR ALIM SUPPORT:

• Emails to remind
• Individually visit and discuss - to gauge where people are at.
• Staff meetings - beginning wk1, middle wk5, end wk10
• Share ideas for making it happen, e.g. putting responsibility on students to remind teacher,
• buddy reading after lunch, TA use, silent reading
• When, How, Who, What?

OPTIONS:

1. Collect data for collaborative inquiry “What are you learning, why are you learning
2. it and how do you know when you’ve been successful?” J.H, RV, G.H, P.G, T.T.KDone
3. Need to check in with everyone to find out if ALIM set up and using it.
4. how do you know when you’ve been successful When, How, Who, What,
5. Tuesday and Wednesday week 3,  
6. Ask Diane if can have 15 minutes of week 5 (& wk1 & 10 every term) staff meeting to
7. discuss how ALIM going - suggest could put in blogs Tuesday or Wednesday week 3
8. Check your blog to see if you can use it yet - with Meg/ Mark Tuesday week 3

Student	What have you learnt this week in maths?	why are you learning that	how do you know you’ve been successful	Reflection
J.H	10+10+10 = 30	?	By believing in myself	This was last weeks L.I. Both children couldn’t tell me what this was called or why the were learning it.
R.V	63 + 10+10+10=	?	It was easy
G.H	2D and 2D shapes	So we know what 2d and 3D shapes are.	2D was flat and 3D was like a block	This was our whole class learning for Geometry.
P.G	10 X tables	So we can learn when we are older.	I tried and I tried again.	This was last weeks homework.
T.T-K	1,10’s hundreds and thousands	?	I just know.	This was a warm up exercise.
Overall reflection	All students could tell me something they learnt this week... and all had correct answers but were a mix of warm up activities and strand learning (Geometry) and also place value. Only 2 students could tell me why we were learning this, students could tell me they were successful but could not explain why or give much elaboration around this.

Reflecting on our learning in Rimu Class

My inquiry question is:
How can we ensure our learners can demonstrate an understanding of what they are learning.

To do this I feel I really need to get the students reflecting more on their learning.  I need to timetable this into my daily planner so that it is happening at the end of a session i.e - maths, writing

It would be really good to have a reflection post that they can add to see-saw and then share this with me.

My smart goal is:

Specific:  I am going to trial this with a group of children reflecting on their maths by using a see-saw activity.

Measurable:  Students will add posts daily on see-saw around the learning.

Achievable:  It will be if I create a specific activity on see-saw that they can understand and use easily.  

Relevant:  YES - it will show if they understand their learning if the students can discuss their learning.

Timely:  By the end of the term I will have 4 posts from different students around their learning.

Below is the activity I created for students to share their learning with my via see-saw:

I have tried to add a video of the first couple of reflections students made but haven't quite worked out how to add it on here.

The students reflections were quite basic and not relating to the SC - although they could all tell me the WALT.  I think when making a reflection on video  I need to be with them to help support and direct them a bit rather than getting - "it was easy cause I cut it into halves".

Lesson Study 07.05.19

Yesterday some of us met with Rhona Leonard to discuss a lesson study cycle to be taught this term. We will plan lessons collaboratively which will be taught in one class with observers looking at three target students. This is to examine how particular students learn and what they bring to the learning experience. The observers do not observe the teaching, they observe the learning for the targeted students. Students are interviewed after each lesson to discuss the learning which has taken place. Teachers then discuss their findings from the lesson, the information is then used to plan subsequent lessons. There will be three lessons in this cycle.

Rhona shared the following questions for us to reflect on:

1. What role does reflection and collaborative practice play in your current practice, before actually starting LS?

This year we are working a lot more staff wide discussing PD that we are doing - we are all trying to do blogs now about our teachers inquiry.  This means the staff are doing a lot of collaborative work in meetings to understand our inquiry and what we want to do as a whole staff at Oruaiti school.  This has made some very interesting discussions but I feel that it has been really worthwhile.  As far as collaboration for planning we have talked about this at a syndicate level but have not done this so far.  (I did used to plan maths with Kaiya when she was here).  When we sat down to plan the writing lesson for Puriri class I think it took a wee while to decide what direction we wanted to go but after we got started we all took a role and all three of us worked really well together and you could tell it was a well co-constructed plan because it was delivered well by Petrina.  I definitely think there is room for more of this collaborative planning to be taking place.

Here are some the questions I had in my original inquiry relating to planning in a syndicate:

What differences will you make to the way in which your syndicate/department

sets up instruction for reading/writing/maths?

How will you ensure maximum opportunity to learn for all students in your

syndicate/department?

What learning experiences will you include so all children are challenged?

2.      Thinking about effective teaching and learning, what do you consider to be examples of this in your current practice, before starting LS?

In my current practice I really try to create a safe and supportive learning environment for all of my students, where they know they are valued  - I will listen to their opinions and it is safe to take risks.  
I also try to ensure my students make connections with prior learning and I try to provide lots of different opportunities to learn.  I really liked the ideas about teachers maintaining high expectations of their students and at the beginning of the year this was a real key message for me from the TOD that Manaiakalani presented.  See slideshow:

Alim week 4

Last week at the Alim meeting in Kaitaia we discussed how our interventions are going. 
I get so many amazing ideas on these days, it is really important for me to try these ideas straight away or I forget to do them. 

An idea Diane (Alim mentor) had was to represent numbers in heaps of different ways.  I tried that on Monday with my Alim group.  We made the numbers using clay numbers, place value blocks, counters, numbers off the number line, abacus and flip chart. 

Here is a photo I shared in see-saw with the family of what they did today.

I think this was really cool and will continue to do this with the rest of my class.  

TOD around our inquiry

Teaching as Inquiry TOD 26/4

This morning we broke down and summarised the Spiral of Inquiry with Susan.

As a staff we had rich discussion on what each stage of Inquiry means and how we can incorporate
this into our practice.

We then established a direction for our collaborative inquiry that worked underneath the Ka Hui Ako
overarching question:

How can I use rich tasks and flexible groupings to promote critical thinking?

Oruaiti School focus:

How can learners use a range of ways to demonstrate their learning?

Why?

We have noticed a school wide gap in students not being confident to articulate the direction of their learning.

Seven principles of learning.

We identified Learners at the centre as our areas of focus.

These reflective questions are what we are focusing on:

We understand that there can be a range of ways that learners can demonstrate their learning.
We are interested in discovering which ways learners can currently articulate their learning goals,
needs and next steps and how we can support them to do this better.

Week 1 Scanning:

• We will collect student voice
• We plan to teach lessons and ask students to demonstrate what they have learnt

(we will try 5 different methods e.g: discuss verbally, write, draw, song/poem/rap, blog reflection,
drama, p.e)

• We will record data and be prepared to share our findings at our staff meeting in Week 3, this will also
• be recorded on our blogs.

What was the most successful method?

Where do I think focusing my attention would be most useful?