Thursday, 13 August 2020

What Evidence?

*Describe how you will collect information about the implementation of your changed practices/intervention. (WFRQ? #12)

*Identify informal/formal ways you are monitoring the effects of your changed practices/intervention on learner outcomes. Explain the reflections/tweaks you are making along the way. (WFRQ? #13)

*Describe how you will keep a record of each of the above in a manageable way. (WFRQ? #14). 

It is important to remember that during the Inquiry process that you are ultimately looking at the things that YOU the TEACHER can do to make YOUR teaching practice more effective. 

The focus of my 2020 Inquiry is "How can providing opportunities for mathematical vocabulary acquisition strengthen a student’s self-efficacy in maths?" 

Although my intended route has been altered some due to the Covid-19 Lockdowns, and changes made in our school timetable as a result, I have been able to implement the following interventions in my teaching. Due to the nature of the questions asked by the WFRC, I decided it was best to link my responses in one blog post.

1. Very specific purpose to our whole class problem solving and small group micro teaching sessions. In my lesson plans (DATs), I try to specifically think about what I want to do with/focus on with each maths group prior to our problem solving sessions. In doing this, I am able to clearly know (and remain on task) with the mathematical concepts and vocabulary that I am trying to work on with that group of students. In addition to my actual DAT plan, I also keep rather in depth reflection notes often indicating where certain students have successes and failures, in addition to thinking about my next steps as a teacher. 

2. I started out the year, providing students with "A Closer Look" learning tasks. Before beginning a new section of a unit, I decided to try front loading the students with the vocabulary that they should know
(at Level 4) in order to be successful working on that specific topic. This is an idea that I based on the work we had done as a team last year with Dr. Jannie van Hees around Genomics and our Literacy program. Once students have had a closer look at this vocabulary, I plan my problem solving questions using these specific vocabulary words in a way that will get students using them as they discuss their problem solving strategy and solution. 

3. I have been capturing student voice, and my own teacher voice, through video recording our lessons and monitoring the amount of times students use, are prompted to use and I, as the teacher, use proper mathematical vocabulary. An example of this can be found on my blog post entitled, "Formative Assessment and Baseline Data"

4. The last thing I plan to do differently is implement the use of some strategies that I read about earlier this term: the Four Square and Feature Analysis approaches (as discussed here).  Unfortunately, I don't feel confident implementing these new strategies while we are Distance Teaching. My hope it to be able to implement the use of these strategies once my class is back in the classroom as a regular Level 2 class.  Students will be able to keep a personal record of these tasks on their class blogs. 

In order to keep a record of everything, I will be using student blog posts, reflection and DAT spaces on my weekly lesson plans, and learning tasks monitored and filed appropriately in my Google Drive. Student voice will be collected through student blog posts and in class videos that I record during specified lessons. Once I find something worth sharing, I will be publishing regular updates on my blog, which  provides a quick and reliable place to share change in my teaching and student shift data. I also keep regularly updated spreadsheets that monitor student shift (PAT, eAsstle, etc) and my own anecdotal notes on student progress. 

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