Introducing my Teacher Inquiry

As a school our inquiry is based around talk moves and vocabulary in maths. However I am focusing solely on implementing learning intentions into my teaching practise, specifically in maths.

This year my inquiry question is:

"Will understanding the learning intentions help my students use maths vocabulary, when talking about their learning?"

The reason for this focus is so that the learners understand the purpose and are able to specifically target the goal for the lesson. This will also mean I am able to better understand the reason I am teaching them and I can focus on what is needing to be taught during that lesson.

With the help of our school COL I was able to complete a backwards map. This breaks down the entire process from what the outcome will look like to the inquiry focus.

Link to Causal Chain

T Shaped Literacy

As a school we attended a PLD meeting at Point England, this was facilitated by Rebecca Jesson. The PLD was based around T-Shape Literacy in the classroom. 

Here is the link to the presentation

T-Shaped Literacy

Observation 15/06

In the afternoon on Tuesday, Robyn (syndicate leader and COL teacher) came into my class to show me how a Reading Jigsaw works. 

I felt this lesson went very well and I was able to see the basic idea behind setting a Reading Jigsaw up. She continuously referred back to the learning intention and by the end of the lesson, all students were able to recite this.

Here are my notes from the observation:

The work produced:

Pause, Breathe, Smile PLD

On Tuesday we had a PDL dedicated to Mental Health which was called Pause, Breathe, Smile. This was facilitated by Janelle in LS2.

This directly links to the Code of Responsibility. Specifically 2.1 and 2.2 (Commitment to learners - promoting the wellbeing of learners and protecting them from harm AND engaging in ethical and professional relationships with learners that respect professional boundaries).

Here are my notes: 

Wellbeing supports are actions that we do in order to calm ourselves down when emotional. They aide our wellbeing. The five main wellbeing supports are broken into 5 categories:

• Connections
• Meaningfulness
• Physical activity
• Learning and Interest
• Quietude 

Pause, Breathe, Smile is split into an 8 week programme for the students. It teaches learners how to cope with their emotions and about being more mindful by showing curiosity, openness, acceptance and love (COAL).

By focusing on the day and not worrying about what the future holds, enables us to think more rationally and with calmness. Bring your head and feet to the same place, in the present

There are three parts to regulating attention, these are:

• Knowing where your attention is
• Knowing where it needs to be
• Directing it to where it needs to be

A study conducted by Harvard University showed that 47% of people do not pay attention to what they are doing. This study gave each participant a phone. They were sent three questions throughout random times of the day. The questions asked related to their attention and their enjoyment. These questions were:

• What are you doing?
• What are you thinking about?
• How happy are you?

Allowing learners to express their emotions without them being wrong is vital. As teachers we must have a neutral stance on their emotions in order to teach them that their emotions are valid. They need to learn how to express their emotions individually. 

Activities we learnt to do with our learners:

• Happiness chart
• Mindful movements
• Mindful breathing
• Mindful eating
• Gratitude task
• Drawing our breaths and turning them into pictures
• Number of emotions task

Overall it was a fantastic PLD. I have taken so much from it not only for myself but for my practice. I look forward to carrying out the 8 week programme.

Create PLD

Pick-a-path facilitated by Matt Goodwin

Google Slides:

• Only give them two options at the start.

• CRL+ K you can link the pick a path to the buttons. Or there is a small link button at the top of the editing bar.

• Planning is the most important part. Ensuring the learners understand that they will have multiple endings and options is essential. Plan no more than 2 other 

• Planning template 

• Modelling is vital in order to show them that they get to choose their paths. Create a fun one for them to go through as a class.

• They start with a title on each slide to make it easier to follow.

Google forms

• They can’t go back and need to submit their final answer at the end.

• Planning template 

• Can be linked to find a spreadsheet.

• Can be a bit more pedantic and fiddly.

• “Go to section based on answer” this needs to be turned on in order to limit and use the pick a path correctly.