Charlotte Verity Professional Learning (School Based)

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, ...

The Problem:  Maddi, Anika, Noah and Thomas are looking at the objects. Maddi says, “Hey, the square is the odd one out.” Anika says, “No, the circle is the odd one out!” Noah says, “No, it is the box!” Thomas says, “No, it is the pentagon.” Who is right and why? Curriculum Link Level 1 * Measurement: Order and compare objects or events by length, area, volume and capacity, weight (mass), turn (angle), temperature, and time by direct comparison and/or counting whole numbers of units. * Shape: Sort objects by their appearance. Communication Focus:  * Use mathematical terms (shape names, corner, edge, side, faces, different, similar)  * Restate the problem in own words, clarifying what is being asked * Justify ideas by giving further details Students engaged initially with the question, and most were actively talking with their partner (self-chosen, with redirection/partnering for two students).  Unfortunately, we didn't have ha...

Staff Meeting Spirals of Inquiry 13/2/18 Today I was mentored by a maths expert. She observed my use of Developing Communities of Mathematical Inquiry and gave great recommendations to improve my teaching. See the next steps below! Attitudinal Data - Draw how you feel in Maths time       Almost students drew themselves appearing happy, and some drew their partners, also with happy faces. One drew and said "bored, angry and sad" (child with additional needs); one drew himself happy but his partner (mentioned prior) as angry; one drew a frown with "too easy." I have adapted my prompting to better extend or support individual children, and altered two partnerships as a result of the attitudinal survey. Teaching Fo cus Active listening Discuss and role-play active listening. Use inclusive language “show us”, “we want to know”, “tell us”. Emphasise need for individual responsibility for sense-making Affirm models of students actively...