My Reflections on DMIC
Liana's Presentation - incl Strand Task Ideas
Positives
* Students are engaged, and most embrace the problems eagerly.
* Norms: these have really helped the students to build social and communication skills.
* Growing awareness that there are different ways of solving problems.
* Modelling skills and phrases for pairs has helped them work together more,
e.g. "I don't understand, show me..." "I disagree because..."
* Working in pairs rather than groups has helped the students build communication skills.
Wonderings and Challenges
* How do we encourage the quiet students to get involved?
* How can I make it easier for students to say they don't understand.
* How can I help students develop a shared explanation (i.e. one "gets it" and the other doesn't....)
* Having time for sharing back: this can be done the following day if you run out of time.
Developing Communication & Participation (Next Steps)
1. Deepen the Mathematical Framework
* Have students develop two ways of solving a problem & be able to explain these
* Compare explanations: what makes this mathematical? Discuss, justify.
* Ask students to link the learning / strategy from this session to another problem/session
2. Press to Higher Levels of Analysis
* Ask students to examine their explanations...e.g. "tell me what you did first..." rephrase back to them and encourage them to elaborate or notice what they could improve.
3. Keep Developing Class Climate
* Insist on having different children share in the explanation / justification (ask students during the learning time, what part would you like to share?)
* Create individual goals with students e.g. I am working on active listening; sharing back etc
* Change the explainer mid- explanation.
* Discuss and develop a set of norms with and for our maths sessions (poster).
4. Representing / reasoning
* Expect and show a range of explanations including acting out, drawing a picture/diagram, visualising, making a model, using symbols, using materials.
Give them opportunities for this. Not just using mathematical symbols (use drawing etc)
* Include a visual representation of the problem
5. Building Peer Connection & Communication
* Show pictures (e.g. dots in different patterns - ask how many? Show a net - what do you see?). Turn and talk so students share what the other one may have missed, and build a shared answer.
Connecting to Children's Contexts
Brainstorm ideas: children's holiday destinations, discovery play, family backgrounds, how we celebrate birthdays/events, sports, places in the community (eg South Library, pool, park, ponds).
Mentoring with Liana
Liana observed my lesson on 3D shapes in our environment - see plan.
What worked well?
* Beginning with known objects (blocks, ice cream cones etc) engaged students and provided a space for children to share their knowledge. Those who are normally reluctant had hands up to share.
* Asking buddies to turn and whisper to each other about their learning helped build communication. I modelled how to ask, listen and respond for some pairs (HM & A; SH & SP)
* During shared discussion: I paused some speakers, and asked their (less verbal) partner to continue. More people shared as a result.
* Students came up with novel ideas I hadn't thought of e.g. party hat, house roof etc
My next steps:
* Liana stopped me during the intro as students were already making connections. She advised to send the pairs of to explore independently, rather than continuing on with the intro. Next time, when half-most show they understand what is required, I'll send them off. I then roamed and supported those pairs who seemed unsure.
* With Liana's help, I noticed who made connections during the independent time, and had planned which students would share. I sequenced their sharing so that one idea built on the next.
* We ran out of time, so Liana advised me to finish up and get some sharing in. Students shared and left with a clear understanding of 2d and 3d shapes.
* The following day we revisited terms (corner, face, edge) and shape names (cone, cyclinder, 2D shape names) and then students found 3D objects outside together. Day three will involve sharing the outside shapes we spotted and discussing the difference between 2D and 3D shapes.
Liana's Presentation - incl Strand Task Ideas
Positives
* Students are engaged, and most embrace the problems eagerly.
* Norms: these have really helped the students to build social and communication skills.
* Growing awareness that there are different ways of solving problems.
* Modelling skills and phrases for pairs has helped them work together more,
e.g. "I don't understand, show me..." "I disagree because..."
* Working in pairs rather than groups has helped the students build communication skills.
Wonderings and Challenges
* How do we encourage the quiet students to get involved?
* How can I make it easier for students to say they don't understand.
* How can I help students develop a shared explanation (i.e. one "gets it" and the other doesn't....)
* Having time for sharing back: this can be done the following day if you run out of time.
Developing Communication & Participation (Next Steps)
1. Deepen the Mathematical Framework
* Have students develop two ways of solving a problem & be able to explain these
* Compare explanations: what makes this mathematical? Discuss, justify.
* Ask students to link the learning / strategy from this session to another problem/session
2. Press to Higher Levels of Analysis
* Ask students to examine their explanations...e.g. "tell me what you did first..." rephrase back to them and encourage them to elaborate or notice what they could improve.
3. Keep Developing Class Climate
* Insist on having different children share in the explanation / justification (ask students during the learning time, what part would you like to share?)
* Create individual goals with students e.g. I am working on active listening; sharing back etc
* Change the explainer mid- explanation.
* Discuss and develop a set of norms with and for our maths sessions (poster).
4. Representing / reasoning
* Expect and show a range of explanations including acting out, drawing a picture/diagram, visualising, making a model, using symbols, using materials.
Give them opportunities for this. Not just using mathematical symbols (use drawing etc)
* Include a visual representation of the problem
5. Building Peer Connection & Communication
* Show pictures (e.g. dots in different patterns - ask how many? Show a net - what do you see?). Turn and talk so students share what the other one may have missed, and build a shared answer.
Connecting to Children's Contexts
Brainstorm ideas: children's holiday destinations, discovery play, family backgrounds, how we celebrate birthdays/events, sports, places in the community (eg South Library, pool, park, ponds).
Mentoring with Liana
Liana observed my lesson on 3D shapes in our environment - see plan.
What worked well?
* Beginning with known objects (blocks, ice cream cones etc) engaged students and provided a space for children to share their knowledge. Those who are normally reluctant had hands up to share.
* Asking buddies to turn and whisper to each other about their learning helped build communication. I modelled how to ask, listen and respond for some pairs (HM & A; SH & SP)
* During shared discussion: I paused some speakers, and asked their (less verbal) partner to continue. More people shared as a result.
* Students came up with novel ideas I hadn't thought of e.g. party hat, house roof etc
My next steps:
* Liana stopped me during the intro as students were already making connections. She advised to send the pairs of to explore independently, rather than continuing on with the intro. Next time, when half-most show they understand what is required, I'll send them off. I then roamed and supported those pairs who seemed unsure.
* With Liana's help, I noticed who made connections during the independent time, and had planned which students would share. I sequenced their sharing so that one idea built on the next.
* We ran out of time, so Liana advised me to finish up and get some sharing in. Students shared and left with a clear understanding of 2d and 3d shapes.
* The following day we revisited terms (corner, face, edge) and shape names (cone, cyclinder, 2D shape names) and then students found 3D objects outside together. Day three will involve sharing the outside shapes we spotted and discussing the difference between 2D and 3D shapes.
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