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Student Voice informing Teacher Inquiry.
Student Voice informing Teacher Inquiry.
Presentation #1: 8:40am to 9:40am on Friday the 21st September 2018.
Presentation #1: 8:40am to 9:40am on Friday the 21st September 2018.
First I will share my inquiry using this Slideshow. Then students will share their websites with small groups of teaching staff at Pakuranga college.
First I will share my inquiry using this Slideshow. Then students will share their websites with small groups of teaching staff at Pakuranga college.
Presentation #2: 8:40am to 9:40am on Friday the 28th September 2018.
Presentation #2: 8:40am to 9:40am on Friday the 28th September 2018.
First I will share my inquiry using this Slideshow and explain my call for Collaborative Action. The presentation will then become a "flash" focus group, with teachers and students sharing their ideas, knowledge and concerns. Putting out the call for Collaborative Action is the important step for me, as I am interested in what others think about my idea. The process I went through to prepare my first presentation, and the constructive feedback received, motivated me to revisit old readings and search for new ones. It was through this reflective process that the potential of a collaborative action emerged.
First I will share my inquiry using this Slideshow and explain my call for Collaborative Action. The presentation will then become a "flash" focus group, with teachers and students sharing their ideas, knowledge and concerns. Putting out the call for Collaborative Action is the important step for me, as I am interested in what others think about my idea. The process I went through to prepare my first presentation, and the constructive feedback received, motivated me to revisit old readings and search for new ones. It was through this reflective process that the potential of a collaborative action emerged.
Suggested 2019 Student Website Structure (You must be logged into Pakuranga College to view this site). If the concept gains momentum then formal focus groups could happen in term 4.
Suggested 2019 Student Website Structure (You must be logged into Pakuranga College to view this site). If the concept gains momentum then formal focus groups could happen in term 4.
For students to create a record of learning they can feel proud of.
This allows the teacher to know what students are learning, hence student driven learning can be monitored.
This allows students to make choices about their learning, and provide evidence of their progress.
For students to develop their literacy skills and their ability to reflect on their learning.
Literacy skills will help future NCEA grades.
Reflection can lead to goal setting and monitoring of these goals.
Student Voice is listened to and acted upon.
In term one, student voice was collected and acted upon. See Student Voice & Teacher Voice for more details.
In term one students were updating their website every lesson. Much of the learning was completed online. As a result of student voice the websites were updated weekly instead. More emphasis was placed on the learning workbooks due to student request. Flexibility and variety is valued by the teacher and most students.
When the teacher marks the student websites (four times a term on average), she sees where her teaching has been effective, and when changes are required. Students share their learning, in relation to the classroom structure. For example: some teacher directed lessons were very well received and some students are very good at supporting each others learning.
Big questions for students:
Big questions for students:
Does your website allow you to drive your own learning? (How much choice do you have?)
Does your website allow you to drive your own learning? (How much choice do you have?)
Does reflecting on your website get easier as the year progresses?
Does reflecting on your website get easier as the year progresses?
Do you feel proud of your record of learning?
Do you feel proud of your record of learning?
Do you feel your voice is listened to?
Do you feel your voice is listened to?
The student website leaders meet in P9 on Wednesday's at lunch time.
The student website leaders meet in P9 on Wednesday's at lunch time.
Weeks 2 to 8 of Term 4.
The Students who are sharing their sites:
10k Angelina Scott & Emma Impey
10mm Marcus Wilson
9nn Frank Chiplin & Sophia Fetesio
9m Edward Sum & Eric Irani
Next Steps:
Next Steps:
Student Voice: many do not like the websites.
Can I explain their purpose better? Should I allow students to opt out of learning?
Students have no choice about learning mathematics and many do not like mathematics.
Students might change their mind about the websites when they are in senior school.
Do I listen to student voice and stop expecting students to provide evidence of their learning?
Is it the work they object to, the writing of sentences in mathematics, or the online component?
To rethink the 'one size fits all' approach to websites. Perhaps they are simply too much to expect from some students?
To rethink the marking of the websites, and make comments but do not grade.
To rethink why I need evidence of student learning, and how I act upon that evidence.
To remember the literacy activities that were effective:
Teacher Desmos Polygraph
Padlet for brainstorming new terms
Writing reflections with correctly formed sentences and mathematical vocabulary.
New vocab on the white board for the entire unit of work. (I can do this due to teaching four classes on the same topic at the same time - so course structure worked for me this year).
Transum vocab activities.
Student websites were structured in a way that allowed me to view their current work with ease.
To remember what did not really work:
The expectation of students keeping a vocab subpage up to date as well as the weekly reflections was too much.
The time is takes for slow devices to get onto google sites wastes class time.
Not all students maintained a website - marking did not help motivate them.
Student Feedback Week 4 Term 3
Student Feedback Week 4 Term 3
28% of students found websites DID NOT help their learning.
28% of students found websites DID NOT help their learning.
28% of students found websites helped their learning.
28% of students found websites helped their learning.
19% of students reported the website reflections were not helpful.
19% of students reported the website reflections were not helpful.
30% found it helpful.
30% found it helpful.
26% of students did not think their website reflections helped them recall their learning.
26% of students did not think their website reflections helped them recall their learning.
40% found it helpful.
40% found it helpful.
24% of students have almost empty websites.
24% of students have almost empty websites.
49% made a good effort.
49% made a good effort.
33% of students advise me not to continue with student websites.
33% of students advise me not to continue with student websites.
Student's reasons for their recommendations:
Student's reasons for their recommendations:
Plus: reflecting, remembering, discipline, routine & effort.
Plus: reflecting, remembering, discipline, routine & effort.
It helps students reflect what they have learnt during the week and it helps students to know more about the computer. It's good for reflecting. It's good for a lot of students to be able to reflect on their learning. It means to put effort into your work and the more you write about it the easier having to do math work is.
To help us remember what we just learnt in class, literacy with writing, reflecting on our work, to have this as a routine everyday or every month or however the teachers choose, and finally evidence that you have done work, tried your best, showing your working and that how much effort you have put in.
I feel like it helps us reflect and builds discipline. It shows us that reflecting is good and having a website kind of improves our work ethic. Such as 50 minutes working and 10 minutes of reflecting. I feel like it makes us more responsible because we have to remember to do it.
Because it is able to remind us of our weaknesses in maths and also our strengths which can help us with the things we need to work hard on. It can be a good way to show how much work you have done all year. It helps you to remember what you have done so far. It is because it can help you in so many ways
Minus: Websites are harder & slower than paper. Literacy is for English class.
Minus: Websites are harder & slower than paper. Literacy is for English class.
I find it better to write things in a book. I bought 2 books to write in it and I have barely written in it. When I write I think more about what I am writing. I do not have the ability to copy and paste. I think the website wastes a lot more time then writing in a book. It is a lot harder to write down my working on the website. The book is a lot more better for because I have control over anything I write. I just don't like the way it shows on our report. I would rather like to learn actual math cause we have English for our grammar and stuff.
Interesting: Literacy in mathematics not seen as valid mathematical learning.
Interesting: Literacy in mathematics not seen as valid mathematical learning.
The websites are helpful but it is very easy to forget they exist. Some students might find it annoying while others will think it’s great. So I am in between of “it’s great” and “It’s not so great”. I can see that keeping the websites has many advantages on the students for future purposes but I can also see why some students think its a pain to do it so often. So I'm neutral on this.
They are a good way to increase literacy and e-learning, but I feel that it kind of takes away from the math class and the math learning when we have to take time out of a math class to make sure it's up to date. It is helpful but you get graded on if you have done your website and not on your maths skills. Take to much time out of the class and you shouldn't get grade on it you should get grade on you work. It doesn't really help us with our maths and if we are spending time doing our website homework and not learning or studying or something it we won't really learn anything. Also it takes attention away from our actual learning. I think it was a good idea but I would rather spend the time doing math not literacy.
2017 Inquiry Link for interested teachers.
"The researcher is seen here as a bricoleur, a maker of patchwork, a weaver of stories; one who assembles a theoretical montage through which meaning is constructed and conveyed according to a narrative ethic that is neither naïvely humanistic, nor romantically impulsive—but rather one that stimulates an inclusive and dynamic dialogue between the researcher and her audience."
Quote from: Yardley, A. (2008, May). Piecing together—A methodological bricolage. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research (Vol. 9, No. 2).
APN: For me, it is an inclusive and dynamic dialogue between teacher and students. My inquiry makes use of all available types of data, and there is no fixed pathway or end point. Hence, the inquiry spiral works for me in a random, organic, non linear way. The spiral helps me reflect on my journey, just as much as it drives me. My students give me the energy to explore possibilities, and change is the only constant force. ;-) There is no destination, only the journey. The solution is the problem and problems provide the solutions. Presenting my inquiry to other teachers gives me the energy to stop and reflect on what I am doing, and try to make some logical sense of it all. This is the first time I have presented with my students, and I think it was awesome. It made it more authentic and empowered my students.
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