Maths Progression: Problem Solving

In addition to having my literacy students begin to use a SOLO based rubric to monitor and self-reflect on their learning, I have begun to have my Maths class do the same.  We have been working on becoming confident problem solvers the past few weeks.  

My students are often able to tell you how to solve a simple problem using an algorithm, but many lack confidence when it comes to telling a group of their peers.  They also struggle to explain more than one method, and choose the best method possible.  

Over the past two weeks, I have watched the confidence in my students grow tremendously.  They are no longer afraid to make mistakes because they have discovered when it comes to Maths, a confident mistake often leads to correct understanding after our group presentations and discussions.  

Today, my students spent some time reflecting on themselves as a learner over the past week.  They reviewed the level they were at last week, and decided whether or not they have made enough progress to move to the next level.  As shown on the post below, Quasia entered today's date on the same level as she was at last week.  At first glance, one might think this meant that she did not make any progress during the week.  However, that is far from the truth.   Looking further in Quasia's post she discusses what she feels she has achieved this week and what her next step is in order to achieve 'purple.'  

Check out Quasia's post below, and feel free to click here to see her personal blog and leave her a message on her progress.

Reading Progression: Managing Time to Complete Assignments

Today, my literacy class had their first go with using a SOLO based rubric to help with their personal reflection on their assignments.  I decided to begin our SOLO rubric journey using a Key Competency that the students in my class really need to work on: Managing Self/Time to Complete Assignments.

Luckily, another teacher at Pt. England, Ben Baxendine, has already started a similar journey using SOLO based rubrics to enable his students to easily monitor and reflect on their progress.  This provided a pathway for my focus, and allowed me to start off at the point he has begun to feel the most successful.

I introduced the rubric to my students first thing this morning, and we spent some time going through each stage (or colour as referred to the levels as a class).  Students then spent some time looking at their most recent reading assignment and determining which level they felt they were on.

Once they decided which level they were, the students wrote today's date in the corresponding 'colour box' before posting the rubric on their individual blog.  Each student was also asked to write a paragraph or two under their rubric discussing why they were at that level and what they will have to do in order to achieve their level goal for our next assignment.

Here is one example of a student blog post:

This is my reading progress.

This is my reading Progress.Apparently I am in the orange zone,because I have't been managing my self ,and been doing my work properly .

 I have been talking too much and been getting too distracted,I understand why now.

And next time I will know what to do,and hopefully move to the Green or Blue zone.I hope u use this too.

Digital Immersion PD

Term 1 Inquiry Reflection

At Pt. England, we were fortunate to have a Teacher's Only Day the last day of Term 1.  As part of this day, our staff spent time presenting the progress and personal reflection of our professional Inquiries.  It was a great day of collaboration and learning.  I have included a copy of presentation below. 

SOLO: Sequencing & Character Description

As part of my Inquiry, I am working to develop High Level Thinking activities for my below and well-below students.  During a recent group PD, I was able to work with Andrea Tele'a (another PES teacher) to develop a follow up activity using the SOLO model.  Most likely, I will not be using this activity with my learners until sometime in Term 2, which will give me time to scaffold the ideas of this follow up with my students.

My Professional Inquiry 2015

At Pt. England School, our staff is learning throughout the year while conducting our own personal Professional Inquiries.  Throughout the term, we will be meeting in a small group, to discuss our findings of similar interest.  I am so excited to be learning this way, and working with my students to develop a new way of learning for them.

Currently, many of my students are working 2-4 years below their grade level in Reading.  I am challenged with the task of helping them to achieve more than one grade level of achievement during this school year.  Many of these students have learning difficulties and/or come from ESOL families. I have always believed that every child has the capability to learn, but it's finding the key that unlocks that individuals ability that is often the challenge.

As part of my personal Inquiry, I am going to be looking into the best way(s) to scaffold higher order thinking for below and well-below students through reading activities. I will also be investigating the SOLO taxonomy and ways to incorporate and scaffold elements into the reading tasks set before my students.

I am so excited to begin this process, and I look forward to meeting with the others from my collaboration group as we work together to achieve our goals for the year!