Skip to main content

Maths - Rapid Routines & Warm Ups 22.03.22

By Anonymous

Rapid Routines are important for developing mathematical thinking 

The aim of rapid routines are to target universal misunderstandings- unlikely to change thinking in a few minutes, but good to use to get a grasps of thinking and knowledge. 

  • Promote mathematical thinking – discuss, defend, debate
  • Diagnose where learners’ understanding is – planning tool
  • Instil high expectations – reason not result
  • Assigns competence – reshuffles status quo of learners
  • Accountability - corners denote “I think….because….”; centre denotes “I am not sure yet”
Examples are included on this Power Point (staff meeting 22.03.22)


Comments

Post a Comment

Popular posts from this blog

Supporting Diverse Learners (RTLB Feedback and Support) April 2022

By Anonymous
The Situation This year, our team has a group of diverse learners who we are working collaboratively to support.  We have access to Resource Teachers: Learning & Behaviour (RTLBs) assistance for this. Two RTLBs observed our lessons during term 1, and we also undertook student surveys with 16 students (half considered diverse, half not diverse). Their feedback is as follows. We are exploring how we might use a more UDL style of approach to support these, and indeed all of our students. Student Voice: Survey Results from whole cohort Student Voice: Survey Results for my  home group RTLB Observations Feedback From RTLBs and Team Discussion Some of the positives noted:  High level of teacher attention on appropriate rather than inappropriate behaviour  Students are scaffolded to complete tasks and reach success, at times with 'first, then'. Students have access and are encouraged to use a range of learning tools e.g. visual timetable, fidgets, wobble cushion Teachers...
Post a Comment
Read more

Te Reo Term 2

By Anonymous
Over the last fortnight, I have looked at how I can increase Te Reo in my practise.  I have done this by: * Making more use of Te Reo for instructions e.g. "Kia tere!";  "Homai te...(pene etc)"; "E noho."  * Using Te Reo more for greetings with students' whaanau and students themselves * Ensuring there are more Te Reo books in our class library shelf * Observing and utilising Sherilee's (weekly Te Reo teacher) examples, and checking my pronunciation with her  * Including more waiata in class e.g. Matariki waiata, Ka Kite waiata * Allowing for more output  opportunities e.g. practising our greeting during roll call * Ensuring we say the karakia every day I found information on providing students with ooportunities for input  and output informed my practice: http://hereoora.tki.org.nz/Teachers-notes/Teaching-te-reo-Maori-effectively and great resources for Te Reo Week 2-10 July here:  http://www.tetaurawhiri.govt.nz/what-we-do/events-a...
1 comment
Read more