Evidence of impact
Personalisation in Mathematics: Number Strand
This was initially started just in my class, however was quickly picked up by the other Year 6 classes as well.
It has been shared with other teachers and staff within ESF.
Parents have been able to access this with their children. This has given them a better idea of what we are doing in class, as well as the areas that they can support their child with their learning.
Working this way has given me a better understanding of each student’s needs, where they were at with the current unit, and how they were feeling about their learning.
What evidence tells us that this is good for kids?
- The transparency of learning expectations has motivated students to remain focused in order to achieve their goals. (Effort = results).
- Children are asking for rubrics in other learning areas (Maths, as well as UOI and Language) because they "want to do really well on assessment tasks"
- Children have conferenced with their teacher about OOA outcomes, they have had an input into what grade they think they deserve on their report, they have had the opportunity to provide evidence of their learning against specific criteria.
- The majority of the students have been "Meeting Expectations" for their grades and many have been exceeding. (See below for averages from OOA reports on Gateway)
- The focus on Growth Mindset has allowed children to be ok with asking for help or voicing that they don’t understand something. This was seen as a positive, not as a failure.
- Students felt confident in asking for help from teachers or peers, in order to achieve their goals. (Children signed themselves up for workshops, or alternatively offered to share their knowledge as a peer tutor)
- I have collected student voice on the process and have had very positive feedback from students.
- Children became peer "teachers//mentors/coaches"…experts within the class that are a valuable resource.
- The sense of pride and achievement of students when the finally “get it”. (Look at the faces of these 2 children when they finally got it after peer mentoring sessions in multiplication)
This was initially started just in my class, however was quickly picked up by the other Year 6 classes as well.
It has been shared with other teachers and staff within ESF.
Parents have been able to access this with their children. This has given them a better idea of what we are doing in class, as well as the areas that they can support their child with their learning.
Working this way has given me a better understanding of each student’s needs, where they were at with the current unit, and how they were feeling about their learning.
What evidence tells us that this is good for kids?
- The transparency of learning expectations has motivated students to remain focused in order to achieve their goals. (Effort = results).
- Children are asking for rubrics in other learning areas (Maths, as well as UOI and Language) because they "want to do really well on assessment tasks"
- Children have conferenced with their teacher about OOA outcomes, they have had an input into what grade they think they deserve on their report, they have had the opportunity to provide evidence of their learning against specific criteria.
- The majority of the students have been "Meeting Expectations" for their grades and many have been exceeding. (See below for averages from OOA reports on Gateway)
- The focus on Growth Mindset has allowed children to be ok with asking for help or voicing that they don’t understand something. This was seen as a positive, not as a failure.
- Students felt confident in asking for help from teachers or peers, in order to achieve their goals. (Children signed themselves up for workshops, or alternatively offered to share their knowledge as a peer tutor)
- I have collected student voice on the process and have had very positive feedback from students.
- Children became peer "teachers//mentors/coaches"…experts within the class that are a valuable resource.
- The sense of pride and achievement of students when the finally “get it”. (Look at the faces of these 2 children when they finally got it after peer mentoring sessions in multiplication)
OOA Grades for Mathematics Year to Date
That students were provided with rubrics, and had conferencing with the teacher)
(The last column is the effort grade)
1 – Beginning
2 – Consolidating
3 – Meets Expectations
4 – Exceeds Expectations
(The last column is the effort grade)
1 – Beginning
2 – Consolidating
3 – Meets Expectations
4 – Exceeds Expectations