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3. 8MAE4
Teacher: ME
11
Studen
ts
• No MYLNS or TLI
students
• No PSD Students
• Small group with little
behaviour problems so
great to teach!
• 2 students have
significant wellbeing
concerns that has
impacted their learning
Cohort:
• Build group
Little behaviour problems
2 students have
significant wellbeing
concerns
Needs lot of
Extra support
4. 8MAE3
Cohort:
• Average cohort consists of capable students.
27
Studen
ts
7 High achievers
Many Middle but
capable students
3 needs Extra
support
Teachers: SMED / ML
• No PSD / MYLNS or
TLI students.
• No Wellbeing or
Behaviour issues.
5. Students we
focused on
8MAE3 8MAE4
High Jordan P Daniel W
Emma N Ellaha R
Medium Aryan S Lochie B
Harvey F Lily H
Low Macey W Nahria M
Liv H Leah R
6. Strategies
used in class
• Number talks.
• Unpack word problems.
• In class activities with problem solving exercises.
• Pre and Post tests in Essential Assessment.
• Using Exit pass at the end of each class giving
students few problem solving questions to
answer on the spot.
7. Application of
Strategies
• Used a worded problem as the starter of each
lesson to check students ability to apply
conceptual knowledge.
• Model how to unpack the problem for students
to make it easier for them to obtain an answer.
• Evaluate student’s performance on applying
learnt concepts using on the spot “Exit pass”.
• Used pre and post assessments completed before
and after each chapter.
12. Observations
• Observations were undertaken by all members of
our group to see how effectively number talks
were being taught in our classes. Our main focus
was how engaged the students were and whether
the questions were appropriate for their ability
level
13. Observations
• What we changed due to observations and reflections?
• More focus on the explanation of the word meaning
appeared in the content
• Employed innovative teaching strategies that learnt from
each other in class
16. Result
Comparison
Exit tickets Essential Assessment
Pizza
fractions
(3)
Never-ending
fractions (4) Discount
skating (4)
Statistics
8MAE3 Pre-* Post-*
Jordan P 3 abs abs 8.5 10.0
Emma N 1 3 4 10.5 10.5
Aryan S 1 3 1 7.5 7.5
Harvey F 2 abs 4 4.0 5.0
Macey W 1 abs 2 6.0 9.0
Liv H 0 2 abs 7.5 9.0
8MAE4:
Daniel W 0 3 1 6.0 6.5
Ellaha R 1 0 1 6.0 6.5
Lochie B abs abs 2 6.0 6.5
Lily H 0 abs abs 5.5 *
Nahria M 0 0 abs 6.0 *
Leah R 0 abs abs * *
17. Findings
• We would like to continue this into the future to
truly understand the data and impact that we had
• The number talk could be helpful for students'
understanding in application questions if it has been
done with a longer period and more effectively in
terms of the selection of questions.
• The incompletion of the tasks has affected our
experiment result and which could be improved.
19. Future
Implications
MORE NUMBER TALKS INCREASED USE OF DATA TALKS
USE THE MEMBERS OF THIS PLC
GROUP FOR ADVICE AND GUIDANCE IN
THE FUTURE
CONTINUE TO CHALLENGE STUDENTS
WITH APPLICATION QUESTIONS
THROUGHOUT CLASSTIME
Cici – Good Afternoon everyone. we are Maths 3, including Paul, Max, Sayuree and myself.
Cici: In our PLC we are looking at if the use of Number Talks improve students' performance in application questions?
ME -
SMED
SMED - We looked at our classes data and came up with students that we believe were in high, medium and low categories. These are the students that we chose.
SMED
SMED
Paul – Number talks is a strategy of short activities to engage students.
During a number talk, we present our students with a math problem and ask them to mentally solve it without use of writing tools or manipulatives. Then we ask our students to share not only their answers, but the thought processes and strategies they used while problem solving.
Paul: keep going on about number talks.
ME - Essential Assessment data was used to help work out students starting point at the beginning of each unit. Essential assessment can let you know which content descriptions of the topic students understand and what they misunderstood. Looking into these content descriptions gives the teacher an idea on how they are performing in application questions
Paul – Set some basic word problems with increasing level of difficulty as exit tickets. Linked to current topic but more about assessing general understanding and problem solving skills.
Cici: All members completed observations and our main focus is how students are engaged with questions are that particular designed for our inquiry questions in class
Cici: The observations and reflections allows us to learn each others' Innovative teaching strategies
ME – Post assessment data on essential assessment was used to see how students improved in a topic. And diving deeper into the results we can see if they improved on content descriptions that requires application type questions. The circled content descriptor is an example of a student that has been able to demonstrate interpreting statistics in the context of data in his post test
Paul: Given the similar task to measure how much the students have improved
Had meant to give one later in term but interrupted by Remote Learning.
Saw some improvement over time frame. More so with 8MAE4 than 8MAE3 (who as a group already had reasonably high skill level) but issues with students absent particularly in 8MAE4
ML: pre- and post- test data shown for our selected students, the issue is that there are some students absent and the only valid data are the 4 in red colour. Inconsistent results overall.
Cici:
1. the whole process need a longer period of time
2. students requires longer time to get used to the application question
3. intentionally force students to complete the tasks can improve the validity of the results
Max - Our testing and data cannot conclusively determine if the number talks that we completed were beneficial for our students in application questions. As maths teachers that have been doing number talks in our classes for a while now, we think that they have been valuable for students, both in engagement and helping students with application questions. In the future we believe that students will be better equipped to answer application type questions in maths
Max – For the rest of the year, we will be continuing our number talks in the belief that it is beneficial for students, we will start adding data talks as well, which some are being developed by NSOT, we will continue to use the members of our group for advice and guidance in teaching, and continue to monitor students development in application questions
