Charlotte Verity Professional Learning (School Based)

This meeting included a summary of maths teaching tools and strategies we are currently using, and our next steps as a school.  Rapid Routines include...  Full Notes Maths Staff Meeting 

Updating our thoughts on DMIC / Inquiry Maths Approaches Workshop with Rob Profitt-White  An abridged version of Rob's presentation: The Research  An Outline For Maths Teaching & Planning & Learning: Presentation Two Key research findings: * Hard / challenging learning is remembered and concepts are retained by students (presuming they succeed through the challenge) * Students need time to think independently  as well as in small groups, in pairs and whole class. * Students need a range of experiences , i.e. representation / modelling, contextualised (i.e. this includes word problems), and open ended * Students learn from and need explicit teaching as well as inquiry maths experiences * Students having a positive disposition towards maths is key . This is nurtured by various factors: appropriately challenging learning, strong teacher-student relationship, risk taking attitude, self-efficacy, teacher belief / parent belief in child's ability, ...

Tasks must be: * Cognitively demanding - e.g. mathematical practices are developed in the process - such as connecting, generalising etc * Consider giving a number sentence and asking students to write a problem * Occasionally use  think boards to encourage generalisations and transfer of knowledge Warm up:  * What number doesn't fit.....1/3,  2/5,  6/7,  4/10 or 2, 6, 8, 13 * Draw two pictures that show 3 x 2. What makes them alike? * Which one doesn't belong  https://wodb.ca/    and visual patterns  http://www.visualpatterns.org/ * You divide a whole number by a fraction...the answer is really BIG. What is the fraction? * You subtract two numbers and the answer is less than 10. What were the numbers? * A shape has four sides but it isn't a rectangle or square. What could it be? * Make sure there is lots  of turn & talk time, how do you know that?, do you agree? etc * Warm ups should be separate from your lesson questi...

Key Teacher Practices to Support DMIC * Notice, name and praise when you see students showing mathematical thinking / skills   (e.g. talk moves) Anticipate, Model, Give Representations, Re-voice & Extend, Questioning, Support Explanations, Encourage / Prompt for Explanation, Ask Students to Show You Another Way to Solve Problem (this is justification - do you get the same answer?), Connect Ideas, Connect Students' Ideas to the Big Idea. Blue Text = My Next Steps Introduction * Insist on individual accountability - do you understand? If not, what are you going to do about it? * Show children how to call a pause/stop if they don't understand * Make sure students have an opportunity to practise their explanation & representation (e.g. drawing, using materials etc) before sharing back to the group. Insist that the students link back to the problem e.g. 5 lots of 2 balloons...not just 5 x 2. * Teachers should be doing 20% of the talk; students 80% * Remember to...

DMIC is based on:  Thinking like a mathematician, which involves making connections between ideas, approaching problems creatively, adapting known methods in new ways, and transferring learning to new contexts Working like a mathematician, which involves persistence, willingness to take risks, and the capacity to explain solutions. ...which is why it requires an inquiry based approach The Key Features of DMIC Reflecting on the quality & appropriateness of problems... * Were they open ended and required complex solving ( persistence is a key skill we need to grow in our mathematicians!) *Group worthy tasks allow for multiple ways of solving the problem ( not just  the teachers' way) * Mix up the groups so status roles don't become locked * To learn concepts, children need to interact, discuss, clarify, justify big ideas....do the problems set require this? * Are problems culturally relevant? Students need situations that connect to th...

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 S...

TEACHING AS INQUIRY: MATHS Focusing Inquiry What is important given where my students are at? We will collaboratively implement the DMIC programme (focus on vertical grouping and use of rich, problem-based approach), regularly seeking feedback, reflecting and modifying our teaching practice to improve student outcomes, including a positive attitude towards maths. JAM Assessment Term 1 2018: Students have wide ranging abilities, from Numeracy Stage 0-1 to beginning Stage 5. We are using collaboration, and the DMIC approach to improve engagement and student outcomes. Related Links  Term 1 Planning: Dorinda & Charlotte Term 2 Planning: Charlotte & Caitlyn Term 3 Planning : Charlotte  teaching a mix of Room 1 and Room 2 children (regular discussion and reflection with Caitlyn re: student needs) Koru Team Inquiry Related blog post Teaching Inquiry What strategies (evidence-based) are most likely to help my students learn? * Collabor...