Western Shores learning Alliance Mathematics Transition Report

 Mathematics Stage 3 and Stage 4 Transition Project 1 Transition from Stage 3 to Stage 4 in Mathematics Project Aim: To improve student engagement in Stage 4 Mathematics classrooms and Mathematical comprehension in Stage 3 classrooms through collaboration between Stage 3 and Stage 4 teams across the Western Shores Learning Alliance Our Team Project team members Stage 4 staff from Morisset High: Principals: • Jenni Langford – Wangi Wangi PS • Kathryn Duncan – Morisset PS Schools in the Western Shores Learning Alliance • David Mason -­‐ Head Teacher Mathematics • Rosemarie Dal Cin 1. 2. 3. 4. 5. 6. 7. 8. Stage 3 representatives: • • • • Rachelle Griffin -­‐ Bonnells Bay PS Lyndal Coleman -­‐ Wyee PS Tim Lewis -­‐ Morisset PS Aaron McSweeney – Wangi Wangi PS 2 Wangi Wangi PS Wyee PS Morisset HS Morisset PS Eraring PS Bonnells Bay PS Cooranbong PS Dora Creek PS Our Project Part 1: Term 4, 2014 – Prepare the 2014 Year 6 students for Transition in 2015 We identified the issue that due to Year 7 already commencing implementation of new syllabus in 2014; our 2014 Year 6 students were going to have gaps in their learning not having accessed new syllabus content. We identified areas of new content in Stage 3 syllabus and raised awareness of the issue across Western Shores Learning Alliance Primary schools. Lyndal Coleman (Assistant Principal, Wyee PS) then designed teaching and learning programs for teachers to implement in their classrooms in order to bridge the gap. These lessons were given to all partner Primary Schools, not just those involved in the project. Part 2: 2015 – Building Sustainable practices In 2015 we welcomed new team members and begun our sustainable journey. Our Journey… Initial focus “To improve student engagement in Stage 4 mathematics classrooms and mathematical comprehension in Stage 3 classrooms through collaboration between Stage 3 and Stage 4 teams across the Western Shores Learning Alliance” Original Goals to: • Work collaboratively to design engaging, flexible and challenging teaching and learning programs addressing gaps identified by Stage 4 teachers (through analysis of NAPLAN data). • Develop open ended mathematics assessment tasks Port Macquarie Professional Learning 2014 Discussions between staff of Primary and High Schools during the Professional Learning in Port Macquarie led to redesigning our focus. During discussions it became very clear that Stage 3 and Stage 4 mathematics classrooms are run very differently, including the physical environment. 3 - Our high school colleagues were very interested in hearing about how we teach and manage to differentiate the learning and engage all learners - High school staff also wanted to know what vocabulary is used in Primary classrooms as they often notice students do not understand their vocabulary which has led to students disengaging in learning as they were finding it too difficult to understand. Once high school teachers managed to use familiar terms, students understood mathematics and became more engaged. Unfortunately this sometimes did not occur until near the end of a unit being taught. - Primary colleagues were surprised to hear the high school teachers do not have Smart Boards (or that some students don't even have access to calculators) which raised awareness to the difficulty to engage students - Throughout these conversations it all became very clear that the biggest challenge for a high school teacher is the behaviour of the students and their unwillingness to learn in some cases. From these conversations our focus changed. We will still focus on designing teaching and learning programs to address common gaps, identified through NAPLAN, across the partner primary schools. BUT we will focus also on Stage 4 staff building an understanding of how a primary maths classroom operates and attempting to utilise some strategies e.g. lesson ignition activities, to engage their students and attempt to make the transition not so vastly different. New (but not final) focus: To address student engagement in Stage 4 classrooms and ensure consistency in vocabulary used between settings. In addition we focused on the design of engaging, flexible and challenging teaching and learning programs addressing gaps identified by Stage 4 teachers through analysis of NAPLAN data. 2015 – What we have achieved NAPLAN Analysis David Mason (Head Teacher Mathematics, Morisset High) analysed NAPLAN in order to identify areas to target for writing programs to be implemented in Stage 3 classrooms across the feeder primary schools. The data, however, did not specifically highlight any common deficit areas but that Mathematical Comprehension was poor. This led to a new shift to use Newman’s Analysis to teach Mathematical comprehension through past NAPLAN questions in all Stage 3 classrooms. 4 Final focus: To improve student engagement in Stage 4 Mathematics classrooms and Mathematical comprehension in Stage 3 classrooms through collaboration between Stage 3 and Stage 4 teams across the Western Shores Learning Alliance Classroom Observations During Term 2, 2015 Stage 3 staff observed a Stage 4 Maths lesson and Stage 4 staff observed a Stage 3 lesson. These observations led to many discussions at our network meetings with colleagues sharing their ideas and strategies to engage learners. Vocabulary Document Rosemarie Dal Cin (Mathematics Teacher, Morisset High) created a vocabulary document identifying for Stage 4 staff the language used in Stage 3 classrooms to ensure Stage 4 teachers are able to use common language to transition students to Stage 4 vocabulary. Professional Learning and Planning Day In June we held a Professional Learning and Planning Day attend by all Stage 3 and 4 staff involved in the project. The professional learning Session 1: Aaron McSweeney (Classroom Teacher, Wangi Wangi PS) and Gai Chambers (Curriculum Advisor) led a Professional learning session on using Newman's Error Analysis to improve mathematical comprehension. All staff were walked through how to use Newman’s so staff felt confident to use within their own classrooms and to model to other colleagues within their setting. Session 2: As a team we looked at a bank of mathematics ignition activities to promote student engagement in Stage classrooms that would be relevant in a Stage 4 classroom, requiring minimal resources and allowing for differentiation. From here a document of suitable ignition activities was developed in order to engage students in Mathematics lessons. Session 3: Planning and sharing, we focussed on our achievements to date, where we would go from here and how to ensure sustainability of our project. Rosemarie shared the vocabulary document she was developing and we also set up a collaborative learning space using Microsoft Office 365 where we could access and share resources developed. 5 Products of the day: - - - - Set up collaborative learning space using Office 365 Bank of NAPLAN Questions to improve mathematical comprehension (Office 365) Newman’s Error Analysis resources to use Ignition Activities document to promote student engagement in Stage classrooms Sustainability Stage 4 Classrooms: At the commencement of each school year, Stage 4 staff will be given the ‘Mathematics Vocabulary’ reference document to become familiar with the vocabulary the Year 7 students will be coming into their classroom with. The importance of knowing and using this vocabulary will be highlighted to all staff. Stage 4 staff will be provided with the ‘Ignition Activities for Stage 4 Classrooms’ document as a resource to use to engage learners at the commencement of the lesson. Staff will be given the opportunity to observe the use of ignition activities within a classroom if required. Stage 3 Classrooms: At the commencement of each school year, the need for students to have Mathematical comprehension will be made explicit to all Stage 3 staff. They will be directed to the Office 365 sharing space to access past NAPLAN Questions and Newman’s Analysis resources to implement within their classrooms. Where necessary, staff will be given opportunity to observe colleagues using Newman’s analysis to ensure their understanding. Principals will explain their expectations that all Stage 3 classrooms are teaching mathematical comprehension during weekly Mathematics lessons. 6 Team: Western Shores Learning Alliance – Mathematics Stage 3 and Stage 4 Transition Project planning Purpose People Processes To improve student engagement in Stage 4 Mathematics classrooms and Mathematical comprehension in Stage 3 classrooms through collaboration between Stage 3 and Stage 4 teams across the Western Shores Learning Alliance Performance measures: PAT Maths results – comparing 2014 Year 7 cohort with 2015 cohort Bank of ignition a ctivities for Stage 4 classrooms d eveloped Bank of NAPLAN questions d eveloped for Stage 3 classrooms Mathematical Vocabulary document developed 100% of project team sharing resources available in online learning space with their staff. • Principals from all partner Primary schools in WSLA • Stage 4 staff from Morisset High school including the Head Teacher Mathematics • Stage 3 representatives from - Bonnells Bay PS - Wyee PS - Morisset PS - Wangi Wangi PS • Awareness raised and sample programs sent to all Stage 3 staff (2014) around new and unfamiliar content in Maths syllabus that needs to be taught in order to address gaps in learning due to new syllabus implemented in Stage 4 in 2014 • Stage 4 Maths HT to analyse NAPLAN data of Year 7 students to identify common deficit areas across all partner primary schools • PAT Maths assessment implemented annually in Year 7 Term 1 and late Term 3 • Stage 3 and 4 staff observing Maths lessons in other setting • Stage 3 and Stage 4 staff involved in a planning day to: - Learn how to use Newman’s Error analysis to improve Mathematical comprehension in Stage 3 classrooms (as identified from NAPLAN results) - Discuss strategies used by Stage 3 teachers to differentiate content, increase engagement and manage behaviour - Develop ignition activities to engage Stage 4 learners • Ongoing network meetings • Raise awareness of Stage 4 staff around Stage 3 mathematical vocabulary through development of a Mathematical Vocabulary document • Use of an online learning space to share resources. 7 Products and Practices Products • 100% of Stage 3 staff across WSLA schools taught new and unfamiliar content in 2014 as evidenced in teaching and learning programs • Bank of NAPLAN questions developed to improve mathematical comprehension as identified through NAPLAN analysis • Mathematical Vocabulary document developed • Bank of ignition activities developed • 100% of project team sharing resources available in online learning space with their staff Practices • Stage 3 teaching staff across WSLA schools teaching Mathematical comprehension through the use of Newman’s analysis (as identified in NAPLAN analysis) • Stage 4 teaching staff across WSLA schools using ignition activities to improve student engagement and achievement of outcomes. • Consistent use of Mathematical vocabulary across Stage 3 and 4 through use of vocabulary document. • Data analysed to determine growth of students on PAT Maths from Term 1 to Term 3 • Compare data of Year 7 2015 with Year 7 2014 and beyond Staff utilise resources available in online learning space to support their teaching. 8