Action Taken
Personalisation in Mathematics: Number Strand
Getting Started
Children were all given a paper copy of the Year 6 Number Rubric (With outcomes and indicators for Beginning, Consolidating, Meets Expectations and Exceeds Expectations). They went through and highlighted the indicators that they were confident they could do independently. They then had to “prove” to peers and teachers that they could do it. This then lead to conversations about “how do we know we know?” and what makes “good evidence?”
Growth Mindset
I also ensured that children had a good understanding of what it means to have a Growth Mindset. I really wanted children to have the confidence to feel ok about not understanding how to do something yet.
Our mantra was: “I can’t do it…yet!” And that’s ok.
Getting Started
Children were all given a paper copy of the Year 6 Number Rubric (With outcomes and indicators for Beginning, Consolidating, Meets Expectations and Exceeds Expectations). They went through and highlighted the indicators that they were confident they could do independently. They then had to “prove” to peers and teachers that they could do it. This then lead to conversations about “how do we know we know?” and what makes “good evidence?”
Growth Mindset
I also ensured that children had a good understanding of what it means to have a Growth Mindset. I really wanted children to have the confidence to feel ok about not understanding how to do something yet.
Our mantra was: “I can’t do it…yet!” And that’s ok.
The Rubric
Children were given an electronic version of the same rubric, and with the help of the ICT teacher, began to upload any current evidence they already had, OR begin to create evidence to upload. The rubric was then also linked to their digital portfolios for all of their Year 6 work.
Example of Rubric: CLICK HERE FOR THE LINK
NB: This mentoring also worked across the school (when teaching buddies and working with Year 5 students).
Teachers/mentors could use their teaching of a concept as evidence on their rubric.
Children also had the option of booking in with the teacher to discuss their progress too.
Children were given an electronic version of the same rubric, and with the help of the ICT teacher, began to upload any current evidence they already had, OR begin to create evidence to upload. The rubric was then also linked to their digital portfolios for all of their Year 6 work.
Example of Rubric: CLICK HERE FOR THE LINK
NB: This mentoring also worked across the school (when teaching buddies and working with Year 5 students).
Teachers/mentors could use their teaching of a concept as evidence on their rubric.
Children also had the option of booking in with the teacher to discuss their progress too.
Peer Teaching and Mentoring
Conferencing
Having the children (mostly) directing their own learning, freed me up to oversee and touch base with children throughout the lesson. I could see from the workshop signups who needed help so I could oversee them and check in on them and their mentor in order to monitor their progress.
Towards the end of each unit or “concept” lessons, each child had a chance to have an input into their grades for their reports. This was a final opportunity for them to discuss their learning and present evidence, if necessary, should there be any differing opinions between themselves and myself.
Having the children (mostly) directing their own learning, freed me up to oversee and touch base with children throughout the lesson. I could see from the workshop signups who needed help so I could oversee them and check in on them and their mentor in order to monitor their progress.
Towards the end of each unit or “concept” lessons, each child had a chance to have an input into their grades for their reports. This was a final opportunity for them to discuss their learning and present evidence, if necessary, should there be any differing opinions between themselves and myself.
Example of Conferencing Teacher and Student Grades
From here the children had a visual of what areas they needed to work on (in order to set goals for themselves).
How
Resources
Children had access to resources within the classroom, as well as digital resources via Google Classroom and instructional videos via Blendspace. These were initially added by the teacher, however students began to offer/add resources that they had used and wanted to share with peers.
CLICK THE IMAGE TO ACCESS THE BLENDSPACE
How
Resources
Children had access to resources within the classroom, as well as digital resources via Google Classroom and instructional videos via Blendspace. These were initially added by the teacher, however students began to offer/add resources that they had used and wanted to share with peers.
CLICK THE IMAGE TO ACCESS THE BLENDSPACE