KPMG Hui - 27th March
We arrived into the city (not so) bright and early this morning for our Hui at the KPMG offices. We have been asked to present
Present our prototypes
Feedback
- extending beyond primary; how can we take away some scaffolding in future to continue extending students,
- building vocabulary in “Do Now” type of tasks. Start w/ PAT maths vocabulary and move forward from there.
One of the reflections I have come away with after these discussions and feedback is trying to work out the appropriate levels for my prototype - both language, and maths curriculum levels. I would like this tool to have content accessible to students across all levels, but because there is a wide variety of ability levels (students with good literacy, but low maths ability; students with low level literacy, but high level maths) and how students can self-identify what level they want/need to be working at that is most beneficial for them
Discussing how we can get students to identify what they know already, what their next steps are to progress through this prototype is something that I would like to build on - a systemic levelling system which means that students can self-select what they would like to do, or to work on.
Prototype; MathVentures
I have built my prototype using Google Forms to present the story, and Google Slides for the clarifications. Google Forms offers a lot of different elements that I need in order to ensure that I am getting an accurate reflection of; student progress, student voice, and because it offers me the ability to create the level/stage element of the story that I want (based on the idea of a choose your own adventure type story that I had originally brainstormed to give it a challenge/game type of feel).
I am currently searching for other online tools that might help me to incorporate all of these elements into the tool, however none that I have been able to use have the comprehensive coverage that Google Forms offers at the moment.
For my prototype I decided to keep it simple, and to keep the language, and the maths tasks at the same curriculum level (Level 2) in order to get a wider range of students who would have a wider range of experiences with the text, for example there will be students who read at Level One, for whom the text would have been above their reading level - how do the clarifications and audio help them to understand the questions?; for students who read above and beyond Level 2 - was the text engaging, did the clarifications still help, was the story interesting or engaging enough, even for students who read above the level to find enjoyment in the text.
I rolled out the prototype to 3 Year 6 classes, at the end of Term 1; the data and reflections I have shared below.
