Experts: Jill Peterson, Rhian Johnson, Shirley Collins
NOTES:
ALiM students are just below! - Intensive additional support 4 in class students and 6 external group of students.Acceleration is more than one years learning in a year.
Whakatane Schools - Apanui School Glen & Simon. Learning together Dave, Warwick, Kyle (trouble, trouble, trouble)
SIT - Supplementary Team Middle Team Syndicate Lead Adrianne McAllister, Helen Spain, Kay Simpson, Janene Giordano, Aroha Black.
Funding (photo)
Educational ten Principles https://www.educationcounts.govt.nz/publications/series/2515/5951
- An ethic of care
- Arranging for learning
- Building on students’ thinking
- Worthwhile mathematical task
- Making connections
- Assessment for learning
- Mathematical Communication
- Mathematical Language
- Tools and representations
- Teacher Knowledge
Students as partners in learning -
SIT Question -Should we focus more on real life experiences? Do our students see themselves using maths in everyday activity?
Assessment practices - SIT Question - Do we share our chn's results with our students?
Warwick's current maths lessons look like this...
- Begin with a problem
- Discussion what could work to solve this problem.
- Teacher focus and direct towards the learning intention purpose.
- A student has it desired strategy and or knowledge - get that student to share this by teaching his/her peers
- If no student has the desired strategy teacher will teach the group.
There is a good balance between teaching guided and student directed in this model. How can you implement this model in your ALiM group?
ALiM classroom culture
- Dinah discussion points
- Collaborative
- Clear expectations
- Safe and open
- Clear rules
- Classroom discussions
Conversations:
Uni-directional - instructions, directions - One person talking to others
Bi-directional - peer share - two people conversations
Multi-directional - group sharing - a group sharing
GREAT READ _ Order for the school as a professional read - Academically Productive Talk Suzanne H. Chapin Revoicing, Repeating, Eliciting, Adding on and Teacher Wait time.
Developing relationships - having a co-constructed working agreement around how we listen, speak, behave and think.
Setting up positive Norms: Jo Boaler https://www.youcubed.org/positive-classroom-norms/
Do more of ...
Do less of...
- Everyone can learn maths - Pathways to the brain www.youtube.comwatch?v=t4np5wLAhWw
- Mistakes are valued
- Questions are really important - Questioning https://www.youtube.com/watch?v=BP7JcB7wB5M
- Maths is about creativity and making sense https://www.gse.harvard.edu/news/uk/08/12/developing-flexibility-math-problem-solving
- Connections and communication https://www.youcubed.org/tour-of-mathematical-connections/
- Value depth over speed https://www.youtube.com/watch?v=YyMshld9RLM
- Learning not performing https://www.youtube.com/watch?v=HcLMlY6R7RM
Whānau Engagement:
Tātaiako document https://educationcouncil.org.nz/content/t%C4%81taiako-cultural-competencies-teachers-m%C4%81ori-learners-resource-use-graduating-teacher
Ki Hikatia document http://www.education.govt.nz/ministry-of-education/overall-strategies-and-policies/the-maori-education-strategy-ka-hikitia-accelerating-success-20132017/
Assessment practices - SIT question Do we share our students result with our students?
Teaching as Inquiry - A refresher NZ Educational Gazette March 2016
How do I identify my goals for teaching as inquiry?
What kind of framework should I use?
The teaching as Inquiry cycle?
Innovation and spiral of inquiry.
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| FIRE ALARM! |
Is it better to inquire as a whole school or individually?
Do I need to collect specific data for my inquiry?
What role does leadership play?
This article includes guiding questions for leaders and teacher.
Extremely interesting point - "Sometimes an inquiry is sparked by something that is working really well and you want to find out why"
Models shared hexagons (Colleen Wills) & others from Shirley Collins
Other Resources:
MOVING on with MATHS
ReplyDeleteJanene and I have changed our planning and this is working! (Refer to our modelling book) We are using the Allandale School planning sheets to document what is being taught in groups and as individuals while also showing the next steps of learning for these children. Our planning shows what is being taught, next steps and the evidence of this learning from the children.