Term 3, 2018 Teacher Observation
Teacher: Debbie Bramwell Observer: Mike Moriarty
Curriculum Area:
Math and Learning through play
Activities Observed:
-Students agentically selecting activities through play
-Debbie working with a group on the math mat- writing and understanding teen numbers
-Students paying math games
Evidence of Student Agency in action:
-Learning through play
-math goals visualised
-students choosing the numbers to work with in the group
-growth mindset posters up- teacher talking to it and teaching it
What I liked and will take back to my own practice…
-dropped the idea into the head of student to not put them on the spot-
“do you think you could think of a mystery number for me in a minute?”
“do you think you could think of a mystery number for me in a minute?”
What aspects of the ‘Eskdale Way’ Curriculum were observed…
-high expectations and inclusive grouping of students
-argumentation- agreeing and disagreeing with ideas not people
-Students learning from each other -tuakana-teina relationship
-visual learning and agentic goal setting
From my observations today I wonder…
-How does mixed ability grouping in math positively impact learning?
-How could you revisit the goals to ensure students have a tangible perception
of their progress?
of their progress?
3 Student Responses:
What are you learning? Why?
-doubles to help us learn- following a list
-playing quick math junior-counting in twos but other stuff
How are you going with your learning goal/s? How do you know? how do you keep track?
-going good- because we get it right when we double it
-counting backwards from hundreds in 2’s 5’s etc- don't actually know
-doubles and halves to 20-good- because I’m on mathletics
What choice/s do you get to make with your learning? Who decides on the choices?
-yes we can play outside with the blocks or big blocks- learning through play as well
-no, not much
-not in math but we do when we get to play
Reflections
The children enjoy selecting who they work with and this varies from day to day. The mixed ability
groupings enable the children to take on different roles and to learn from each other.
groupings enable the children to take on different roles and to learn from each other.
Mixed ability groups are also powerful for promoting the concept of ‘E waka eke noa.’
We are all learning together and we are all teachers and learners.
We are all learning together and we are all teachers and learners.
I am currently working on improving the children's listening and sharing of thinking and
understanding by trialing ‘talk moves.’ I am hoping that once the children can use the talk moves
well, we will be able to deepen our discussions and explanations of mathematical concepts
. Hopefully this will enhance the children’s ability to really listen to each other and support each
others learning especially within mixed ability groupings.
understanding by trialing ‘talk moves.’ I am hoping that once the children can use the talk moves
well, we will be able to deepen our discussions and explanations of mathematical concepts
. Hopefully this will enhance the children’s ability to really listen to each other and support each
others learning especially within mixed ability groupings.
Mixed ability groupings done well can ensure all children have equitable opportunities to
learning at higher Mathematical Stages.
learning at higher Mathematical Stages.
The students have a basic facts ladder in their Maths book which they track their progress on
as they master each step. However they seem to forget quickly.
as they master each step. However they seem to forget quickly.
I think I will have a class meeting to decide on a visual tracking system with the children to
display in the class so each child can see the number of new goals they have mastered.
display in the class so each child can see the number of new goals they have mastered.
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