Mathematics Progression Framework Website Link: https://lpf.education.govt.nz/Live/home.aspx Username: charlottev Useful App: MORE INFO HERE The Framework is written to help students and teachers focus on developing the skills needed for 21st Century Learning. I enjoyed exploring and using the Framework, and completing the introduction and Maths learning modules with a colleague. Key points * The Mathematics Framework has 8 aspects, covering mathematics & statistics learning. * The Framework spans from level 1 to late level 5 of the curriculum * Levels are designed around student progress, and are not restricted to a particular year level * There are a number of key learning steps for each aspect of maths & statistics * Each exemplar includes an annotation (explanation for teachers), problem and student answer * The annotation highlights the transferable concepts or skills required How will I use this tool to improv...
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Anne Sliwka, University of Heidelberg Innovative Learning: What does the OECD say? OECD: Key features of innovative learning environments They are well organised for co-operative learning, hard work and challenge They demand hard work and challenge is offered & students encouraged There are clear expectations with formative feedback “Horizontal connectedness” occurs – age, stage, community - mixed ability learning groups. Educators need to consider not just the surface structure but the deep structure of learning taking place…what type of learning is happening? For who? How? Who could be extended? Metacognition & self-regulation are emphasised in instruction and students are (hopefully) more aware of their metacognition and need to self-regulate Despite the above point, some students struggle to self-regulate and may need support/direct instruction and cater for those students who need more direct instruction Professional learning communities occur on...
Resource: Incredible Teachers by Carolyn Webster-Stratton, PH D Chapter 11,12,13 & IYT Workshop 3.8.17 A child needs to have conflict management skills and social problem solving skills to help them regulate their emotions. Children who have difficulty emotionally regulating may also have trouble reading social situations and cues (p. 406 of text). When a child acts out/yells/hits frequently etc (cannot emotionally regulate), this will often result in negative social experiences and possible alienation/loneliness. This child then does not have the peers to practise positive social skills with, and they may become 'labelled' as difficult, defiant etc. Teachers can try to stop this by sharing praise publicly and personally with the child, being explicit with praise, social coaching, connecting with parents and maintaining positive self-talk//thought about that child. Emotional regulation includes: * Nervous system * Cognitive (reasoning) and language systems ...
We have now been working collaboratively, with four classes in a new modern learning hub. We've implemented a shared timetable, with developmental play/discovery time woven through reading, writing and maths learning each morning. The New Space: As staff, we have discussed, agreed and planned areas for different purposes, including: reading/library corner, a theatre for shared gatherings, a construction room (with doors so that children can be playful and make noise with blocks, cars etc, without interrupting learning in the main space), a maths centre, a writing area, maker space / kitchen for construction and a mindful colouring zone. What Has Worked? A number of things have really aided our journey, and the ease of transition for the children. These strategies have included: * Staff meeting to discuss what worked/what didn't work after school each day, and altering plans accordingly. * Shared expectations for behav...
I enjoyed our team discussion about communication styles. We discussed how certain behaviours may shut down or support a conversation. Shut downs: * Eye rolling * Turning away / walking away from speaker * Using a device * Talking over top of someone * Beginning to respond to someone, but talking about something else entirely * Putting down an idea, even in a humorous way * Having an insincere tone Supports: * Eye contact * Nodding, smiling, showing interest * Asking probing questions to understand the person's message * Facing the person talking * Stopping what you are doing to focus on the discussion Why might we use 'shut down' behaviours? Lack of time. I am in the middle of something and I need to finish / I am focused on something else Inappropriate time. This is not the right physical place. There is too much else going on; e.g parents, environment, exhaustion. Having a slower processing speed/needing m...
Resource: Incredible Teachers by Carolyn Webster-Stratton, PH D Chapter 8,9,10 & IYT Workshop 6.7.17 Behavior Planning This involves a functional behavior assessment, creating and reviewing a plan for a child who has ongoing challenges which a highly challenging behavior. Template 1,Behaviour challenges (be specific, incl timing and frequency) 2.Desired behaviour (positive opposite of the current challenge) 3. Proactive strategies (Coaching, relationship, specific praise, incentives for desired behaviour, deliberate ignoring) 4. Planned consequences if required (only use when proactive strategies aren’t taking effect). Consequences must be logical and natural e.g. time away from the activity. 5. Parent input and ideas 6. Re-evaluation date and review. Plan next steps e.g. to slowly remove incentives; plans for student self-evaluation Key points: * The behavior may grow worse bef...