Improved Learning Outcomes
Motivation
GA G EN SU C TH
DB IO CT
N
R
UG
/F
SS O
EE
CE
Hope
AC
K
Student Emotions
Y
Confidence
A
OG G
Growth Mindset
PE D
Curiosity
EM
Attention
T EN
H
EF
Figure 1
FO
RT Assessment for Learning
RE
E FL
Our greatest weakness lies in giving up. The most certain way to success is always to try just one more time. Thomas Edison
Over the past 18 months, the Mathematics Faculty has been engaged in a self-directed action research project, which has been professionally supported by Independent Schools Queensland and funded by the Federal Government. St Margaret’s was one of 23 schools across Queensland selected to participate in this ‘Teachers as Researchers’ (TAR) initiative. St Margaret’s research focus developed from teachers’ frustrations on two fronts: the perception by some students they could not achieve in maths; and an assessment regime that seemed to perpetuate these negative beliefs. Emerging research in the field of neuroscience is revealing that the brain has the capacity to develop new connections and even grow mass. Thus, the fixed ability paradigm some students uphold that they cannot achieve in maths must be challenged. This research has also discovered a strong link between learning and emotions. Different emotions generate different chemicals in the brain that either inhibit or enhance learning. Through the course of the TAR project, St Margaret’s researchers also found a close alignment between these emotional dimensions of neuroscience and the work done by Carolyn Dweck on fixed and growth mindsets. Figure 1 (above) is a graphical representation of the Mathematics Faculty’s approach to teaching and learning based on the research undertaken in these areas. At the centre are four emotions – confidence, hope, curiosity and motivation. While these are not the only emotions involved in learning, they are considered to be the driving emotions. The goal is to cultivate these emotions in students so they can drive, sustain and reflect on their own learning and, through this process, develop a growth mindset and become a powerful learner. One of the pedagogical initiatives proven to be a successful catalyst in developing a growth mindset is second chance testing, replacing the traditional single test model, which offers limited opportunity for the students to learn from their errors and improve their knowledge and understanding. “It gives you a chance to fill in any gaps in your learning and then you can try to achieve at a higher level in the second test,” says Year 9 student and aspiring architect Xanthe Lowe-Brown. Laura Gatenby, also in Year 9, says: “It lifts you. Getting a good mark makes you think ‘I can do this’ and you go to the next lesson ready to learn and prove to yourself you can get it right.
04 St Margaret’s Flyer Issue 11 Spring/Summer 2015
Research Project challenges traditional practices and beliefs in mathematics
“I love maths but when you get one shot at a test and you get a bad mark you might think ‘This isn’t for me, I’m no good at it’. Getting a chance to improve your mark, even if it is just by ten per cent, gives you more confidence,” Laura said. A strong emphasis on reflection is a key feature of this two test system. It has long been acknowledged that a necessary component for improvement at any level is the capacity of individuals to reflect effectively on their work and competencies. The system developed by the Mathematics Faculty not only provides time for reflection, but also provides a framework which helps the students learn how to reflect more effectively. Head of the Mathematics Faculty Ms Vicki Strid said she is really excited where this research is taking the school. “Students in general appear to have a much more positive approach to maths and are prepared to challenge themselves rather than say ‘I can’t do it’,” she said. Staff in the Mathematics Faculty have anecdotally noted an increased level of application and focus from the students. Their observations are also supported by a survey of Year 9 students where: • 70% stated they were working harder at mathematics because of the resit test • 93% stated the resit test system had helped them become more confident in maths • 88% stated the resit test had helped them develop a better understanding of maths; half of this group believed it had also helped them master the topics already covered. “Our ultimate goal is to get students to associate increased effort with improved results, so they can see that they are the drivers of their own success. As students come to this realisation and develop appropriate organisational skills and work efficacy, we believe they will become very powerful learners and this is a good thing for all aspects of their life,” Ms Strid said. Action research expert Dr Margaret Fletcher (PHD), who has been consulting with the TAR group, believes this is an important and exciting time for the St Margaret’s Mathematics Faculty. “The evidence suggests that this action research project is making a measurable difference for many students. It is not just improving teaching and learning, but it is also changing the learning culture in the mathematics classroom,” Dr Fletcher said.