Friday, 28 July 2017

Term 3 Focussing Inquiry

We are halfway through the year and some the children in the group that I was working with have progressed and made a shift. The others are making progress but the progress is really slow. Factors that are hindering progress is absenteeism, lateness and learners ability to process concepts and retain information over a period of time. So, this term I have decided to work with a different group of children. I  used the evidence from the JAM data used for reports, OTJ's and reflections. Looking at the data below:

We can see that the children can identify numbers from 1-20. There are a few confusions for the numbers 6 and 9. They can say the number after for numbers 1-10. They can join and spilt a group of objects for numbers 1-10. Looking closely at the JAM test I have found that although they can count backwards from 10-1 they have difficulty saying the number that comes before. They can count on from a given number but struggle with counting back from a given number. 

I think it's important for children to be able to count backwards accurately and confidently which will then help them to solve subtraction problems using counting back strategy. It is also important to start from what they know and then slowly work towards the unknown.

Keeping this in mind for the next few weeks I will be working on counting backwards from any given number from 1-10. 

Wednesday, 14 June 2017

Counting in 2's

I have been practising counting in 2's with my whole class. We did rhythmic counting using a number chart so children know that there is a resource available for them to use. As a follow up activity children had to take photo's of counting in 2's to show their learning. The children were engaged and enjoyed doing this activity.

Monday, 5 June 2017


At our Manaiakalani PLG last week Dorothy invited a special guest speaker, Professor Graeme Aitken (University of Auckland). I found him very inspiring as he talked about inquiring collaboratively into effective teaching practise. For learners to be successful we need focus on three areas: Interest and Enjoyment of Learning, Confidence and Achievement.

This made me think of my own teaching practise and what I can do create enjoyment, build self confidence with my learners so that they can achieve. I am now looking at resources and activities like maths board games, cards and create some Explain Everything activities to keep children motivated and interested in their learning.

Image Attribution:

Monday, 29 May 2017

How to download an Explain Everything activity from your folder onto your teacher iPad.

This short video shows you how to download an Explain Everything activity from your folder onto your teacher iPad to repurpose, rename and reshare.

How to save an Explain Everything activity to a folder in your Google Drive

This short and quick video shows you how to save your Explain Everything activities to a folder in you Google Drive. Please write your name or initials at the end of the title of your activity to make it easy to find. Once children' s work is saved to the Drive, having your name/initials will make things a whole lot easier.

Wednesday, 24 May 2017

"because context matters......inquiry is important" Claire Sinnema

The session focus for yesterday's iPad PLG was to identify how we plan for and design an effective Explain Everything informed by the needs of our learners.
First I shared a programme of learning specifically designed for my target learners. As part of my inquiry I had identified some key maths strategies that I wanted to try in my teaching practise. Key strategies from the research posted here

I shared these with the group along with a lesson that I had planned, taking into account these strategies. While I was sharing we asked the group to notice the key learning points that guided my actions and decision making when planning and designing the learning, including the use of the Explain Everything activity. The slide below shows the lesson and I have also shared a copy of the Explain Everything activity that I had designed.
A copy of the EE file  can also be downloaded here

What we noticed and need to consider when planning for and designing an EE activity.

  • Interest of the learners, engagement, relevance (e.g. visuals and images, colours)
  • Opportunities to share orally - talk with a buddy, project, record voice
  • Opportunities for formative assessment (taking photos of their learning, creating their own EE to share their understandings)
  • Creating with EE in combination with concrete learning experiences to apply new learning (in response to deliberate acts of teaching and their own discoveries)

Designing the PLG to support our teaching as inquiry enabled teachers to consider new strategies and apply them to their practice. It also acknowledged existing teaching practise so the participants were able to explore and make sense of new ideas in their teaching context.
"because context matters......inquiry is important" Claire Sinnema