Embedded Files
The Scanning Phase should take around six weeks and allows you to;
get to know your learners - and for them to get to know you (in depth)
find out how they feel about learning in your subject - self efficacy, interests
evaluate last year's results find out about your own teaching and theories of practice
What is going on for our learners?
What is going on for our learners?
From evidence based formative and summative data:
Find out the learning and achievement experiences of my learners- by drawing on a range of information especially from the perspective of the learner (and their families)
What do I know about my students (priority learners)? including from their Cognitive, cultural and socio-emotional domains
Describe the range and nature of the evidence you are scanning and making sense of. - Achievement, Attendance, Well-being,
This year my focus students are :
In 2022 Senior Mathematics took as serious knock. Level 3 Mathematics and Tuesday MFC group were taught by myself, but the year 12 Mathematics were taught by another teacher. This created a huge problem, in the end the numbers of year 12 students dwindles. I did not get to know these student, and when they had to choose a subject for Mathematics only 7 on the one line chose Math for level 3, and 12 on the other line. I was frantic, and so upset. I then decided to combine the level 3 and level 2 mathematics classes, to open the lines /options for more students.
Because of the complexity of this class, my focus question will be to upskill myself and my students in: HOW TO TAKE RESPONSIBILITY FOR MY OWN LEARNING
Want to investigate the emotional factors for Math learning/teachingWant to investigate open mindset versus fixed mindset.Small changes like:engaging with each student by the door as they enter, making eye-contact, asking how they are, humor, make sure they see I notice small things, listening to them and their needs, etc.
Reading up:
Math Anxiety
fixed mindset
emotional impact of teaching math
Putting the emotion into math
In 2022 Senior Mathematics took as serious knock. Level 3 Mathematics and Tuesday MFC group were taught by myself, but the year 12 Mathematics were taught by another teacher. This created a huge problem, in the end the numbers of year 12 students dwindles. I did not get to know these student, and when they had to choose a subject for Mathematics only 7 on the one line chose Math for level 3, and 12 on the other line. I was frantic, and so upset. I then decided to combine the level 3 and level 2 mathematics classes, to open the lines /options for more students.
Because of the complexity of this class, my focus question will be to upskill myself and my students in: HOW TO TAKE RESPONSIBILITY FOR MY OWN LEARNING
Want to investigate the emotional factors for Math learning/teachingWant to investigate open mindset versus fixed mindset.Small changes like:engaging with each student by the door as they enter, making eye-contact, asking how they are, humor, make sure they see I notice small things, listening to them and their needs, etc.
Reading up:
Math Anxiety
fixed mindset
emotional impact of teaching math
Putting the emotion into math
What is going on in my teaching?
What is going on in my teaching?
What do students say?
What is the evidence from observations and reflections?
Gap Analysis - this may help you to reflect on current
Y13: I don't like Maths. I did not like my teacher last year. I can't do Maths. I am not good at Math. Aaaw Whaea Mina I only got 6 credits for Math in year 12.
At the start they came in and were a bit hesitant as to how all of this is going to work, but I quickly convinced them that this is going to work well, as long as you realise that you are responsible for your own learning.
One of the students' words at the end of the first day: Oh Whaea Mina, this was the best Math lesson ever! It was so much fun, and it went like real quick.
In this class, I won't accept failure. There is no such thing as failing an assessment, you will see it as a learning opportunity to redo it, and we will talk about the power of YET....In stead of saying: I can't do this, replace it with: I can't do this YET,
link to the gap Analysis
the most important words in this class: I AM RESPONSIBLE FOR MY OWN LEARNINGread: 10 ways to encourage students to take responsibility for their own learning
Putting students in charge of their own learning
At the start they came in and were a bit hesitant as to how all of this is going to work, but I quickly convinced them that this is going to work well, as long as you realise that you are responsible for your own learning.
One of the students' words at the end of the first day: Oh Whaea Mina, this was the best Math lesson ever! It was so much fun, and it went like real quick.
In this class, I won't accept failure. There is no such thing as failing an assessment, you will see it as a learning opportunity to redo it, and we will talk about the power of YET....In stead of saying: I can't do this, replace it with: I can't do this YET,
link to the gap Analysis
the most important words in this class: I AM RESPONSIBLE FOR MY OWN LEARNINGread: 10 ways to encourage students to take responsibility for their own learning
Putting students in charge of their own learning
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