I began this term structuring my 2 hours into two parts: the first part, whole class approach and the second part, instructional groups.
As I have been inquiring into culturally responsive practice and increased cultural visibility across the curriculum, I have looked into mixed ability grouping, in particular, students choosing their own Maths Tuakana - and we use this term in both whole class and instructional group settings.
Having Year 7s and 8s I have tried to use whole class teaching as a transitional approach to what students might experience in Year 9 and have aimed lessons at Level 4. In this way, I have found students are now recognising why I have been harping on about the importance of basic facts. They now understand why it will be important to their learning in Year 9. This has strengthened motivation for basic facts practice.
Today I constructed a student voice survey to see if the students themselves were enjoying this new approach to Maths. This is a presentation of the data from the survey and the implication for myself.