Charlotte Verity Professional Learning (School Based)

Stages of Inquiry ( Spirals of Inquiry ) Scanning Focusing  Developing a Hunch New Learning-and Reflecting on our Action Checking Term 3, Week 1-3, 2020 Scanning & Focusing Our team is working together to establish an engaging and varied maths programme for our students, which combines the following elements: * Concept * Inquiry * Warm-up * Independent tasks (informed by Rob Proffitt-White - see slide 6 ) We reflected and discussed maths learning at length as a whole team and began our Team Inquiry . Within this, we have formed teaching partnerships with one other, so we can focus more closely on each individual student. Amber and Lisa began co-planning and teaching, and then shared their planning process with the team in Term 3, week 3. Katie, my teaching partner and I, have developed our own similar plan, using their basis. Term 3, Week 4-6, 2020 Developing a Hunch Katie and I are working together, and collaboratively planning maths for all our students. We decided to meet f...

Presentation Link Teach Dispositions For Maths  * This includes teaching what the School Values look like in maths learning (we care, we get there together, we love challenge) * This includes teaching what the Key Competencies look like in maths learning * This includes that maths needs fast thinking (e.g. basic facts) but also a lot of slow thinking  (place value on this when discussing with students), like maths inquiry Represent maths concepts in familiar and unfamiliar ways e.g. using mixed fractions, using a wide vocabulary Inquiry Maths * provides multiple solutions and pathways * provide extension, i.e. an extra challenge, organising and setting out all the answers you can find, join two groups/students with different answers and ask them to talk, compare, contrast, justify etc * enable students to solve or attempt to solve independently (do this by pre-teaching some content, reduce the number of steps, change the way it is represented, simplify the numb...

This is just a small summary of some of the key things I have experienced and learnt while working remotely in terms of connecting with students, collaboration and ICT. 1. Connecting with Whānau Core Blog: Start with Relationships     Key principles in here, have informed my approach: Affirming wellbeing: by providing a diverse range of differentiated learning options each day, and including our values explicitly. Noticing what students loved and providing more of those themes / learning areas (individual and for the group)           Relationships at the Centre: being available to listen and offer empathy or tailored responses has been helpful, e.g. a more individualised learning approach for some children, calls or zooms with some children. O ur school had trusted us to listen and identify what might help certain families, and then provide this within protocols.             Empower and Affirm Ākonga: fo...

The Collaborative Journey Term 1, Week 4 2020 Team collaboration As a team, we meet every morning and most afternoons. The morning conversations allow us to assign roles during our Discovery time, allocate speakers for our daily korero, and also share current pastoral care or other student needs. We continue to plan weekly as a team also. Partner collaboration As well as this, my wonderful colleague Katie and I have been experimenting with different forms of collaboration throughout the learning programme. Our long term goals for collaborating are: To provide a varied and needs-focused learning for our students. To experiment using different roles, and the impact of these on student engagement, happiness and learning. To model & share different practises &  styles of explaining and teaching. To reflect, discuss and develop deeper insights around each of our students, and use this to inform our planning. Some of our collaborative moments so far:...

NZ Curriculum Link Te Tupuranga Whakaaro Rorohiko  (Te Reo Computational Thinking) Te Tupuranga Tangata me te Rorohiko  (Te Reo People & Computers) There are two strands:  1. Computational Thinking Key terms: authentic contexts, aware of end users, decomposition, instructions, debugging, correcting, algorithm, binary digits Programme includes: outputs, loops, sequencing, iteration (repeating part of algorithm with a loop). Computational Thinking Progress Outcomes Exemplars 2. Designing & Developing Digital Outcomes Key terms: authentic contexts, end-users, teacher-led (PO 1) or make decisions about creating (PO 2), inputs/outputs, impact on society/citizenship, range of applications Designing and Developing Digital Outcomes: Progress Outcomes Exemplars The Learning Task  Staff then worked in teams to design an engaging  digital technologies challenge, that required students to work together, use algorithm thinking and solve a problem....

The Problem:  18 children were in the purple group at swimming and 13 more joined. How many altogether? Big Ideas Involved:  * Count on to add  * Count all to add * Part / part / whole thinking * Notation + =  Communication Focus:  We have been working on restating the problem, and checking our buddy can do the same. We have also been working on making sure our friend understands and asking our buddy "Can you show me another way?" if we do not understand their strategy.  Students worked in familiar pairs, with some changes due to children being away.  I noticed:  * Students actually seemed to work more collaboratively (i.e. equal talking, showed greater confidence in tackling the problem) when with a friend.  * Most students drew dots to show the swimmers, and counted all. Two pairs out of the seven counted on, using a hundreds board or their fingers for support.  * One pair broke the numbers up, i.e. 10...

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...

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...