Charlotte Verity Professional Learning (School Based)

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...

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...

Bobbi Hunter,  Massey University  Presentation  Background * NZ has alarmingly high levels of Māori and Pāsifika (and other) students not achieving curriculum standards at Year 8. * Teachers can fall into deficit thinking about certain groups (Nieto 2002): "These children come to school knowing nothing." Shift it to....what can we show this children, how far can we extend them? * Show the purpose of maths....why do you need this, in your every day life ? e.g. manage finance etc * Values to think about bringing in to the class/learning:    The Best Evidence Synthesis of Maths , outlines the effective features of maths in primary school are:  * Students working as a community (cohesive, functional and equal group). Students grouped for abilities tended to have fixed ideas of their capability in maths, so mixed level groups are preferable * Language for key maths ideas is provided/modelled and scaffolded ad students use this to explain and justi...