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...
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An Resource Teacher: Literacy (literacy expert) has been working with many of our high needs literacy learners, and providing us with training on phonemic awareness and ability. Phonological awareness includes * Single letter-sound relationships * Being able to delete a sound (e.g. cat without c is at) * Being able to add a sound (e.g. sat with an l is slat) * Being able to substitute a sound (e.g. cat to sat) * Being able to blend sounds Reading involves: * Good language (and story) comprehension * Good word recognition from Sir Jim Rose: The Simple View of Reading - see below Full graphic here - The Simple View of Reading by Sir Jim Rose This relates to Luke & Freebody's (1999) text decoder and text user roles. This was a model I studied extensively during my teaching in Australia. Luke & Freebody (1999) also site text user (using structure, purpose to make meaning) and analyst (critical review), as important to the foundation text decode...
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 ...
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...
We have started to think about supporting children when they return to school, after watching this Transition Planning for Diverse Learners: Presentation for Schools . I also found the advice on the Te Rito Toi website and project very useful in guiding my thinking. Schools provide a predictable and safe space, especially for vulnerable students. Staff and students who feel they can do something about challenges as they arise, will be more able to deal with those challenges effectively (self-efficacy). Schools can support staff and students by having clear plans and protocols. Relationships are key - as a teacher, be available to listen and show empathy. Behaviour is Communication: Look out for signs and notice if/when children are not coping well with being back at school. BEHAVIOUR is a form of communication...what does child want to ACCESS or AVOID? React to the WHY (cause of behaviour) rather than the behaviour itself. ...
Key Points When Supporting Basic Facts Learning Rob's Presentation Slides Use concrete materials, visual models and partitioning models With concrete materials, ensure a variety are available, e.g. Base 10, Numicon, Counters etc so children can show their learning different ways AND find the most efficient counting material. This may be using Numicon or Base 10 for 2 digit numbers, rather than counters. Provide open ended questions for basic facts practise, as well as games, writing tasks etc Example open ended question: You have 10 popsticks. What maths can you show? There are 3 steps to learning basic facts Provide students with ways to make learning/recall easier Such as: all 9 x multiplication problems have results which add to 9, e.g. 6x9=54....5+4=9 etc Break learning into manageable chunks for the students Provide clear goals for each session ...so students know what to focus on and work towards Modelling v...
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, ...