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 

Planning (Digital copy of presentation saved in personal filing) Helping our students learn and succeed in maths requires careful planning.  The termly and weekly plan should include these  proficiencies :  Procedural fluency  Adaptive reasoning Problem solving Conceptual understanding Productive disposition Children need time and practise in each of these competencies, across each dimension of maths :  Number & algebra  Geometry & measurement Statistics (image courtesy of Rob Profitt-White) Example: (image courtesy of Rob Profitt-White) Use the NZMaths Curriculum Elaborations to guide planning. NZ Maths Long Term Plans  -  use the thematic plans to cover each area of maths over the year. Weekly Strategies To Engage (group or individual) Move It, Prove It - start of week (diagnostic observations) and repeat end of week (summative show of learning, and spent more time reasoning and justifying so all understand the concept) Have students mak...

Rob shared the beginnings of a Computational Thinking Progression Framework on how we can track computational thinking in our students.  He also explained a num ber of simple ways we can help our students be confident with computational thinking, including:  Estimation: provide for LOTS of opportunities for this. Ask children to do this BEFORE they try to solve a problem. Year 0-2: provide 3 numbers for addition problems so you can identify what strategies they are using and scaffold their sharing of these.  Number talks: these are 5-10 minute problems which everyone attempts to solve . Sharing allows all students to compare, contrast and justify their answers, and learn more in the process.  When running a shared problem, walk and notice students' different answers. Once the solution time is up, say, "I saw lots of answers including 2, 5, 3 etc (relevant to the problem), did anyone get a different answer." This moves students away from their focus ...

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...

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...