Alice

Teacher Action Inquiry Focus: What specifics can you add?

Teacher, Position (Alice, Rm 5,)
Date: 19/10/16
Name (observer): Andrea
Focus (negotiated from goals, TAI [Clarity in the classroom] and passed observations):
1. Students - What is the focus for these students? Why has this learning been chosen?
What evidence (data, teacher observation, self and peer assessment, student
reflections) has informed this?
2. Teacher - What particular aspect of practice are you working on?
3. Observer - What is the evidence the observer and you would hope to see and hear from
your students? What would you like the observer to focus on and support you with?

What was seen:

Key Idea for the Lesson:

Working one to one with students on their own writing.
Problem/ Context/ Purpose for learning:
- Writing for the blog
Equipment/materials used to support lesson:
- Story starter that also works as an exemplar and SC
- SC/ Editing strip
Description of lesson:
Quiet writing environment
Children working in independent books with teacher guidance
Blog writing modelled in book
Children writing own blog entry
Using descriptive word book - focusing on using descriptive language
Teacher working with children as they write conferencing with them and prompting improvement through
questioning
Group writing while teacher working with others.
Maia was able to explain she was working on taking out unimportant information because it is a blog - if you didnt
it would become a story and to fix up her spelling.
Children all writing blogs but each student is working on a different focus such as describing weather, or similes etc.
Students on computers are publishing finished work.
Children using word list books, referring to display board that had examples of blog writing.

Deliberate acts of teaching: (e.g.Modelling, Prompting, Questioning, Feedback/ feedforward, Telling,

Explaining, and Directing)

Modelling
Feedback/Feedforward
Explaining - to provide clear expectations
Questioning/prompting - to encourage thinking and improvement in writing

Student Voice:
Who decided on
what you were to
learn today? What
part did you decide?

What were you

learning today?

Why were you

learning that?
How will it help
you (what
purpose did it
have)?

How will you

know that you
are successful
or have
succeeded?

Books

Name:
Emma d

The teacher but

sometimes I know I
have to work on things

Write short
descriptive pieces

Help make my
writing short and
descriptive and
to entertain my
reader

If I have heaps of
description and
adjectives

Teacher
comments
18/10 - positive
Sept - NS
30/8 Positive
4/8 : NS
6/7 - NS

Name:
Lachlan H

Teacher sometimes
tells me and
sometimes me for
writing in independent.
When teacher tells us it
is so we can work on
checking and editing

Put descriptive words

into my writing

If you read a
book it can be
boring if there is
no descriptive
writing so it is
important I do
this so my
writing isnt
boring

If someone read
and thought it
was good - good
feedback

Teacher
comments
12/9 Ns
4/8 - Ns
21/6 - Positive
15/6 - NS

Name:
Rachel Rolfe

Some of the students

realised this is what we
need to work on.

Writing short stories,

like blogs. Trying to
delete unimportant
information and add
description.

To make normal
stories shorter
to make it
easier. It also
makes it more
interesting for
the reader.

Writing is fun
and I like it.
I ask my friends
for help when it
is hard and the
teacher if she is
not with a group.

Some presence.
Last evidence is
18/10. Not a
great deal over
Term 2.
Some feedback
evident.

Teacher Reflection
1. How do you think the lesson went today? What went well/not so well? Why did this happen?
I felt like the lesson went well. The children knew what they were working on-their focus, and what had to be achieved.
There was some peer discussion to help generate ideas. Each child also had a checklist that was relevant to what they were
working on.
2. What messages did you give your students about learning? What decisions do you students
make about their learning?
That learning is individual. That we are all learning different things and at different speeds and they need to know what their
focus and goal is. Each student chose what their goal was from their checklist.
3. What did you want your students to learn in that lesson? Why did you choose that learning?
How do you know that it was successful?
I wanted the students to chose their own learning. To take ownership and understand their own needs and learning. I
wanted it to be meaningful to them as we had already covered many other areas as a group in previous weeks, that I
thought it would be beneficial for them to chose their own goal this week.
4. Which exemplars and resources were most effective/ not so effective for this learning? Why?
We didn't use any exemplars for this lesson, however they did share their writing with a buddy. This was to generate and
spark more ideas for the children. WE did use a checklist that was useful. They were able to see what they were missing in

their writing and what their next steps would be.

5. As the lesson progressed, how did you assess student needs? How did you involve the
students in this assessment?
I conferenced one on one with the children, talking about their goal and why they chose it. I then went through their writing
with them where they showed me evidence of their goal/walt.
6. What will you do differently next time? What will the students do differently?
I think next time I would do more buddy sharing, where they share their checklist and talk about their goal/next step with a
buddy, justifying why they have chosen it. At the end of the lesson, showing their buddy their evidence of their next step.

Observed Strengths:
Students supported with models, word lists, displays on board
Working one on one with students supporting individual learning needs, although incorporated within the
group.
Coaching:
Could publishing be a layer of revising and editing?
Could publishing be incorporated into another curriculum area that is linked to writing?
How could we use the computers in writing differently other than publishing?
Matters to discuss (deeper questions to discuss in follow up meeting):
Date of follow up meeting:
Actions to follow up on:

Teacher, Alice Grimmett

Date: 8th September
Name (observer): Andrea and Michael
Focus (negotiated from goals, TAI [Clarity in the classroom] and passed observations):
4. Students - What is the focus for these students? Why has this learning been chosen?
What evidence (data, teacher observation, self and peer assessment, student
reflections) has informed this?
The focus for this group of students is basic facts and number knowledge. The focus for this lesson was times
tables. From their IKAN test, the children were not able to answer questions in the basic facts area. It was an area
that they really wanted to progress in, as identified from their IKAN assessment.
5. Teacher - What particular aspect of practice are you working on?
Active reflection- asking children to show/share their thinking.

6. Observer - What is the evidence the observer and you would hope to see and hear from
your students? What would you like the observer to focus on and support you with?
Using equipment, whiteboards, asking questions, talking about their thinking, sharing ideas and thining with
buddy.
I would like my observer to support me with showing/guiding me with how I can encourage my children to take
ownership of their learning through active reflection.

What was seen:

Key Idea for the Lesson:
- Solve multiplication facts using known facts
- focus around using 5s to solve 6,7,8.9s
Problem/ Context/ Purpose for learning:
- ??
Equipment/materials used to support lesson:
- unicube blocks, mini whiteboards
Description of lesson:
Teacher asked for how students might solve 6x7. Student then uses to unicube to show how she might find the
answer. Teacher then promoted discussion with the group about the attempt.
Teacher commented: I like that Liddy has her hand up but I would like you to all have a bit more of a think about
it
Teacher asks student for reasoning behind attempt. Questions seek reasoning from the students.
Teacher then supports by modelling with equipment.
Teacher asks for clarity - Do you understand? Do you know how to do ?
Teacher navigating the dialogue and has the materials in front of her.
Teacher asks for sharing of answers (not reasoning) and asks students if they have any questions.
Teacher models the recording process for their manipulation of the materials
Group recorded example in books. Follow up task is for students to use equipment to explore the nature of using
known facts to answer larger problems.
Follow up activity was for children to explore and use equipment (Andrea got her box on cubes for class to use) and
explore solving x problems using what they know - to manipulate materials.

Rest of class in routines completing strand worksheets, working on computers (mathletics) or...
Transition between rotations effortless - students understand and follow the expected process
Students aware of what they need to be doing and where material is

Deliberate acts of teaching: (e.g.Modelling, Prompting, Questioning, Feedback/ feedforward, Telling,

Explaining, and Directing)
Prompt (Teacher talk moves?) - Has anyone got anything to add?
Questioning - promotes thinking bys asking questions, e.g How do you know that she is correct?
Direct - Can you explain that
Revoicing students thinking Modelling - Teacher models the manipulation of equipment to visually represent the question.
Peer-share - students asked to share their thinking with a neighbour
Waiting time and strong use of talk moves.
Student Voice:
Who decided on what
you were to learn
today? What part did
you decide?

What were you

learning today?

Why were you

learning that?
How will it help
you (what
purpose did it
have)?

How will you

know that you
are successful or
have succeeded?

When you find

something
difficult what do
you do about it?

Name:
Liddy

The teacher chose the

learning. We got to
choose what facts that
we use to solve
unknown facts.

How to solve
unknown facts with
facts we do know, E.g.
1 and 5 timetables to
solve 6 timetables.

We needed help
to solve our 6, 8
and other
unknown
multiplication
facts.

Not sure.
Organise blocks
into groups but
not sure on what
to do next.

When stuck she

discussed with a
partner who
helped put her
back on track.

Name:
Daniel

Teacher

Our times tables, use

know to solve
unknown facts, not
really sure what this
means

So we know our
x tables better
To use in a test

Having the right

answers

Use materials,
try and add up
or take numbers
off

Name:
Lachie

The teacher

Use known facts to

solve unknown, use
known facts like
5,1,2,10s to figure
out 8,9,7s

Learn to do
unknown facts.
To learn our
unknown facts
Might need to
know our x
tables basic facts

Would achieved
using known
facts to find
6,7,8,9

Have a go at it
and figure it out.

Name:
Brooke

The teacher

How to split number

to solve problems
with known facts 7x6
-if you didnt know
these. Split 6 into 5 &
1 so 7x5,7x1.

So we solve x
tables with our
other facts

Use other stuff

we know to help
us Not sure

Teacher Reflection
1. How do you think the lesson went today? What went well/not so well? Why did this happen?
I felt like the lesson went well as far as achieving the WALT (using known facts to solve unknown). I believe that the children
went away from the lesson understanding what the WALT was and how to use the equipment to guide them. I think using
the equipment to show thinking was helpful, and using peer share was useful for those children who aren't risk takers and
do not choose to join in on discussion.
I think that areas of improvement is encouraging the children to voice their thinking/questions freely instead of it being
instructed by the teacher. I felt that I was solely in charge and I was doing a lot of questioning to get their thinking, where as
there were other children that understood certain aspects that could have helped to guide others.
Equipment- i feel that i have very limited resources in my class which makes it very hard for children to have their own stash
of equipment. It's always only able to be used in a large group. We use whiteboards often in the class but i felt for this lesson
it was more useful for them to use actual equipment to show how they manipulate it to show process of WALT.
2. What messages did you give your students about learning? What decisions do you students
make about their learning?
3. What did you want your students to learn in that lesson? Why did you choose that learning?
How do you know that it was successful?
I wanted my students to know that even if they do not know there 6-9x tables, they can use what they do know to help
them. That as long as they understand the process and how they can manipulate numbers, they don't need to know
everything. I chose that learning because in their IKAN test, fractions from last term and PPDs with parents , this was an
area that is holding them back from achieving in others. We had spend 6 weeks looking at number knowledge and we as a
group decided to have a break from this and look into something that they believed they needed help/support with. We as a
group decided it was basic facts (so I am quite surprised looking at their responses that they said it was the teacher who
chose it). I will know that it is successful from their discussions in group, when they come back to the teacher, if they can
then apply it to another problem/even word problem.
4. Which exemplars and resources were most effective/ not so effective for this learning? Why?
The equipment was a huge factor in this lesson. It allowed the children to SEE the process and why why/how we can use
known facts to solve unknown.

5. As the lesson progressed, how did you assess student needs? How did you involve the
students in this assessment?
Listening to their thinking when they shared.the only time the children were involved in the assessment was when I asked
them if they agreed with the other child's process/answer and why. Apart from that, there was no involvement.
6. What will you do differently next time? What will the students do differently?
Allow each student/ pair to have their own lot of equipment. To then get them to show how they would do it, share it with a
buddy then to the wider group, and ENCOURAGE the children to ask the sharer when they were unsure of what they were
doing, or ask them further questions if they know their process isnt correct. Give each pair/individual a separate question.
Other thoughts/ideas.
Need to build up the ENJOYMENT of maths
Making reflective question cards to encourage active reflection.
Ingrid to check equipment.

Observed Strengths:
Strong routines
Good use of talk moves
Coaching:
How does having the student feedback to the whole group help or hinder risk taking and deeper more
free thinking reasoning? How might you encourage more contributing and greater risk taking? Student
responses were mainly answer based not understanding/process based.
What methods do you use to check/track understanding? How clear is your picture of each student?
What is it that you want to see from students? Answers or thinking? How do you ensure that you see this
in action?
What changes could you make to your practice have greater discussion and engagement of students in
the learning as opposed to teacher directed questioning.
Do students need to kinesthetically do the work before leaving the guided group? What difference will
this have?
What other ways could you have had the students engaged in the lesson with limited materials? Could
they have used whiteboards to visualise, draw pictures, so working?
Matters to discuss (deeper questions to discuss in follow up meeting):
Date of follow up meeting:
Actions to follow up on:

Teacher: Alice

Teacher Action Inquiry Focus: What specifics can you add?

Teacher, Position (Alice Grimmett - Classroom Teacher)
Focus (negotiated from goals, TAI [Clarity in the classroom] and passed observations):
1. Students - What is the focus for these students? Why has this learning been chosen?
What evidence (data, teacher observation, self and peer assessment, student
reflections) has informed this?
ALIM group. Last term we tried to complete a worksheet where the children were adding 10s to
1000-10000. They were unable to complete it. Also from data, they did not understand the concept of 1/s,
10s, 100s in whole numbers.
2. Teacher - What particular aspect of practice are you working on?
Teacher scaffolding, questioning to encourage children to take ownership and leadership of their own
learning- children explaining thinking instead of teacher.
3. Observer - What is the evidence the observer and you would hope to see and hear from
your students? What would you like the observer to focus on and support you with?
I would expect to hear all children contributing-engaged in the lesson, sharing their ideas, using equipment
to show thinking, working with a buddy to show thinking.
What was seen:
Key Idea for the Lesson:
- Adding 1 or 10 to a whole number
- Relationship between 10 ones = 1 ten, 10 10s = 1 100.
Problem/ Context/ Purpose for learning:
-?
Equipment/materials used to support lesson:
- 1000s 100, 10s and 1s blocks
Description of lesson:
Lesson underway at 9:10 with Alim group
Teacher recapped learning from previous week using and modelling equipment asking students about 10 1s, 10
10s and what they changed to
Students put up hands or individually asked for answers.
Students asked to make 99 with equipment, then asked to add 1
Some students added a 10 block, others changed the 10s to 100 block, Weston then changed this by adding
another 100 block
Teacher went round each student and asked them for their thinking behind what they had in front of them.
Students were questioned to explain their thinking or why they did what they did.
Once during the lesson students asked to share with their buddy their thinking - left to check on Tyson
Those with 100 blocks were able to say that adding 1 gave them 10 10s so that was 100
Those with 10s blocks said when they added one it would give them a tens block.
Teacher questioned those with the 10s block and asked what does this make.
Brooke was a little unsure, but eventually pointed to the 100 block and teacher told her to replace this with this to
make it correct.
Students were asked what they were learning and from this the teacher co-constructed the walt: to add 1s, 10s,
100s to whole numbers.
Students were given them worksheet and shown what parts of this they were to complete. The children were
reminded to use the materials.
Student moved to the floor where all the material was in front of them to use.
Deliberate acts of teaching:
Explaining what they were learning, specific instructions given
Telling - told students what they would be learning today
Questioning - whats your thinking?, what did you do?, why did you use a 100s block?
Feedback - one or two specific feedback; well done, good work. Tone of teacher was quiet and encouraging for

students to have a go.

A lot of teacher directed talk with students responding

Student Voice:

Name: Katelin

Name: Daniel

Who decided on what

you were to learn
today? What part did
you decide?

What were you

learning today?

Why were you

learning that?
How will it help
you (what
purpose did it
have)?

How will you

know that you
are successful or
have succeeded?

When you find

something
difficult what do
you do about it?

Teacher

To add 1s, 10s 100s

to whole numbers
(couldnt explain
further)

Help us get
better at maths

Using the
equipment

Give it a try
Tell the teacher
dont get it

How many numbers in

1000

So we know our
numbers

By using
equipment

Use fingers
Add up
Nothing else

Name: Weston

To add 1s 10s 100s

to whole numbers
using equipment

When older and

need to use
numbers like
length to cut
something. If we
get stuck on a
question we can
use our 10s,
100s

To use the walt,

dont use
fractions
accidentally, use
13 instead of 10
to get to 1000

Try and work it

out
Ask someone in
the group

Teacher Reflection
1. How do you think the lesson went today? What went well/not so well? Why did this happen?
I felt like the lesson went well today. The children were able to show their thinking using materials. I also made a deliberate
effort to think about how i ask questions to gain deeper thinking or understanding. Also thinking about wait time.
2. What messages did you give your students about learning? What decisions do you students
make about their learning?
3. What did you want your students to learn in that lesson? Why did you choose that learning?
How do you know that it was successful?
To show their understanding of place value- ones, tens and hundreds in whole numbers. We went through their recent IKAN
test and found that many of the students were low in place value. WE decided as a group that this was what we needed to
work on.
4. Which exemplars and resources were most effective/ not so effective for this learning? Why?
5. As the lesson progressed, how did you assess student needs? How did you involve the
students in this assessment?
I could see from the materials who understood the learning and who needed more support. I could also tell from those
contributing in the discussions.
6. What will you do differently next time? What will the students do differently?

Observed Strengths:

Coaching:

Matters to discuss (deeper questions to discuss in follow up meeting):

Date of follow up meeting:
Actions to follow up on: