Term 3 MIT-22 at KPMG Viaduct

What’s on top? 

I always enjoy catching up in person with the MIT-22 crew. Huge thanks to KPMG for hosting us in one of their amazing workspaces and for providing lunch. I love being in my class and teaching my students but having the “brain space” to complete this project is necessary for my target group to succeed in their maths learning. I have used my MIT release days mostly for filming and a little bit of editing. Crafting the Algebro’s website, on the other hand, has required a bit more individual time and effort to get exactly how I want it to be. 

Any time spent on creating the Algebro’s website has been both a blessing and a curse: blessed to be working on it, cursed to keep getting every little thing right (i.e. graphics, layout, colours, titles, subheadings, links). “Curse” probably isn’t the right word to use as I’ve actually enjoyed working on this project! It’s more a reflection on me and how much I want to get Algebro’s to be the best possible tool it can be; to be future-focussed and well-serving of the students at Ruapotaka School. Think I might need a better analogy … any recommendations? 

KPMG Happenings 

Today’s session was exploring what’s gone well with our projects since we last met (more detail further below). We also got to updating our Pecha Kucha presentations and sharing these with the group. I like it - this method of presentation forces you into sharing the key points of your discussion and to avoid the “fluff” I often find myself doing. I think I’ll do well in my presentation. Something I learned from previous colleagues is to give something people want to listen to, as well as keep them interested. Using relevant pics, images, graphics combined with some basic persuasive language techniques will allow me to succeed here. 

I showed what slides I had so far. The crew liked what I had, even though there are some obvious things to work on. Their feedback was a good vote of confidence and I’m happy to say I’m on the right track. The crew’s presentations are also looking stellar! Similar points to work on like myself but we’re looking and sounding pretty good to present at the Summit in Rarotonga. 

Algebro's: What’s working? 

The overall look and feel of Algebro’s is looking really good and as I intended it to be. Lots of effort has gone into recording videos with my target group - they've even taken on director roles and wanting to record more clips themselves. This has been a great point of learning for both the teacher and student (i.e. positioning, writing, volume, confidence with oral explanations, acknowledging peer feedback). 

I shared Algebro’s with a few other teachers to use with their classes. I have received a lot of positive feedback and student voice for the site, which will be featured on one of the help pages. 

[I] am pleased to see your initiative to help bridge the gap between Year 8 and 9 in Number and Algebra (the foundation for a successful pathway in Mathematics) - Sheila Singh, Head of Department Mathematics, Tamaki College

I am impressed with your dedication and expertise. You are making a real difference. I really enjoyed seeing you run the tables warm up game with your class, as they have clearly gained confidence and were really enjoying the activity. Likewise, the video session I saw was wonderful. Seeing the students embrace algebraic manipulation and solving equations is pure magic - Priscilla Allan, Expert Mathematics Teacher, Ruapotaka School

I am currently prepping my Year 11 students for the NCEA Algebra external examination, but I have several students who are unable (for various reasons) to be entered in these examinations. I have shared your site with them so that they can also work on Algebra, albeit at their own pace. They have been super engaged and focused, and have really enjoyed the videos. The site has given them the opportunity to access algebra at a foundational level, which many of them have never really come to grips with prior to this year - Anusha Soupen, Head of Department Mathematics, Papakura High School 

I really liked this, especially how [the] levels of algebra were listed, so students could select based on their personal knowledge. I also enjoy how the graphics are not too stimulating … if they were it could send a child's senses into overdrive which might interfere with their learning process. I also really appreciate the simple aesthetic, which can alleviate the sort of intimidation that comes with learning a new branch of math. Ka pai! - Hine Fungavaka, Mathematics Teacher, Papakura High School 

What needs work? 

I think it would be worth getting another point of assessment data to back up how much of an impact Algebro’s and Transum are having on my student’s learning. The anecdotal evidence is still valuable, especially the observable comments, discussions, and use of more mathematical language. 

Please let it be known, my target group and I have had to LEARN how to solve algebraic equations in class! Algebro’s is a handy addition to ensuring that learning through algebra is still consolidated. It’s a good entry point to learn about algebra but teacher guidance is still recommended. We’ve taken some time to recognise that the letters can “vary” and be represent any number (aka variable). Even knowing that 2(x+5) is the same thing as (x+5) + (x+5). 

I think a lesson plan, cheat sheet or “How to” set of instructions would be a handy addition to Algebro’s, something to help teachers and students get started. 

What are you going to do? 

I like creating timetables to work from; working backwards so I stay in time with deadlines. I need to do this with the assessment data and lesson plan. 

I like the idea of permanently adding a feedback link to Algebro’s so users can give feedback on the site. Possibly add as a banner? 

MIT-22 Coach Matt Goodwin recommended adding the quick links to footer of Algebro’s as another quick find option. I like the idea. 

I’ll also keep sharing Algebro’s with more teachers who might like to use it to help their students.