I. General Information
School Name: Wickaninnish Community School
School District: SD#70 Pacific Rim
Inquiry Team Members:
Bryan Grigg
Dani Stone
Sandra McAuley
Inquiry Team Contact Email: bgrigg@sd70.bc.ca
II. Inquiry Project Information
Type of Inquiry: NOIIE Case Study
Grade Levels Addressed Through Inquiry: Intermediate (4-7)
Curricular Areas Addressed: Mathematics / Numeracy
Focus Addressed: Core competencies (for example, critical thinking, communication, problem solving), Experiential learning, Flexible learning, Growth mindset, Universal design for learning
In one sentence, what was your focus for the year? Building engagement using numeracy-based games to consolidate competency and curricular expectations.
III. Spirals of Inquiry Details
Scanning: Annually, all students at Wickaninnish are interviewed by their classroom teachers. The interview consists of a variety of socio-emotional questions, including the question regarding naming two adults that believe a student will be successful. As well, from talking with students and observing their behaviours in a variety of learning environments, it seemed that their pathway for progression was unknown. Looking at some of that information, it seemed that the path forward for development and progress with students that were struggling with numeracy-based activities was challenging – looking at numeracy skills as something that was fixed, instead of skill that can be grown and developed through application and practice. Two of the First People’s Principles of Learning were highlighted: learning involves patience and time and learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). During front-led lessons, mini-lessons and consolidating activities, students (generally the ones struggling with subject matter) were not necessarily engaged in the tasks, learning and comprehension strategies. Students do enjoy playing games and working cooperatively.
Focus: Our focus was using math openers and games to assist in consolidating skills, assisting in development of growth mindset and the idea of neuroplasticity. Essentially, math is a taught skill – one that you can practice and develop.
Hunch: It was less about the practices that were occurring at school and more to do with identifying engaging activities that require students to use strategies, analyze information and make choices based on their understanding of multiplicative thinking and proportional reasoning. The basis for the hunch being a fixed mindset around numeracy. Even when accessing “low floor, high ceiling” activities, some learners were not engaged and taking ownership of their own learning. The query became, how can we engage all learners, consolidate skills, and provide access to higher level thinking such as evaluation and synthesis of information?
New Professional Learning: Seminars focusing on the math resources of Carol Fullerton were attended by staff, information and practices were shared out during staff meetings. Resources that were found to be helpful were:
Jo Boaler – Mathematical Mindsets
Peter Liljedahl – Building Thinking Classroom
Dan Finkel – Math for Love website
Capacity building with staff was done in two primary ways, 1) engaging in cooperative teaching and 2) direct teacher modelling. Partnering with peers to build out lessons through universal design for learning, developing a pathway for universal access, ending at open ended activities. Weekly, direct modelling of teaching sessions, focusing on the use of numeracy games and openers.
Taking Action: To set a baseline of information, students were asked to complete a survey. The survey consisted of 10 questions, all multiple choice, focusing on the idea of growth mindset. Teachers would collaborate on the mathematical topics to be covered, identifying the essential numeracy skills used to accurately and effectively complete tasks. Once the topic was determined, and numeracy skills identified, a math opener was either developed or chosen. Each modelling class was initiated with a number talk/math opener, followed by a quick mini lesson on a math game. Every second class, a mini-lesson regarding Growth Mindset was included. Each math game had to have the ability of “choice”. This allowed students to develop strategies that were associated with mathematical thinking (ex. multiplicative, proportional and probability). This inclusion of ‘choice’ made the games more engaging and required the students to learn the math concepts being taught to effectively play the games. All games started with a universal access point and could be easily evolved to more challenging tasks.
Checking: As a baseline, we used the survey information. Observation through implementation of engagement was over 80%, if not 100%, during the game-based activities. Students and staff uptake was positive. Initially, the survey highlighted that around half of the students understood numeracy as a built skill. Students were able to use feedback through the sessions to adjust their strategies. The idea of competition assisted in students developing their own efficacy in using numbers sense and numeration strategies. Yes, the enjoyment level was high, and the overall development of an attitude towards math was positive. The kids were engaged, having fun, consolidating and using strategies that relate to knowledge of curricular competencies. Access to resources and support through the network assisted in the development of capacity with educators. Identifying best practices and development of a collection numeracy resources – connected to curricular and core competencies.
Reflections/Advice: Using games that required the students to make a ‘choice’ assisted with building their own capacity and efficacy with math skills. They had to essentially analyze the information in front of them, develop a strategy and test the strategy. If the strategy worked, they continued, if the strategy was not helpful, they were forced to rethink and change direction. This was on the basis of Growth Mindset – try something, if it works great, if not change your strategy.
The next step is evolving this from mathematics to athletics, and building engagement with athletics, sport teams and growth mindset around sports and activities. Increasing the involvement of the school population with intramurals, school sports and fitness activities (ex. Terry Fox run).