We started Tuesday with a reading from Scott and Ximena:
We begun to plan for our parent evening in our teams.
Breakdown of evening
Word cloud (Ximena, QR Code or Tiny URL) When you were at school, what did Maths mean for you? Sorting into 4 groups (Suz) Jude introduction 4 workshop rotation:
In last rotation parents answer question: For your children, what does Maths learning look like at Worser Bay?
Thanks Suz for Pos Ed starter:
We connected to Ranginui and Papatūanuku through our Pos Ed Started today :-)
The Five Ways to Wellbeing will help inspire and motivate your students to:
Connect with Ranginui/Sky Father and Papatūānuku/Earth Mother
Keep Learning about and Māori ancestral knowledge and our New Zealand history
Take Notice of the natural world and everything within it, including ourselves.
Hikitia te ha: Yoga Great activity we can also use with students for Te Reo Maori week coming up soon.
Work in teams to browse the websites and find 3-5 resources that each space will work to use regularly. This will also create a shared bank of resources for us as a school. (15 minutes)
Share a standout positive experience of yours with someone else.
In doing so, provide specific detail about the event and how you felt with the aim of generating and reliving that positive experience. Here are the slides from today's session:
Anna and Gillian shared Number Talks Build Numerical Reasoning
Strengthen accuracy, efficiency and flexibility with these mental math and computation strategies
By Sherry D. Parrish
We also begun to plan for our parent evening in Week 9: Planning Doc We will have some more time on Tuesday.
A bit of thinking for homework… We are thinking about the Parents meeting in week 9. What are your ideas? What do parents need to know? What do we want them to take away? What worked well at the last meeting? How can we bring your culture/ home culture/ lives into Maths?
MATHS Reading Term 3 2018: How to get Students Talking!
Reading presented by John and Carl
Definition of discourse .
……….ways of representing, thinking, talking, agreeing, and disagreeing; the way ideas are exchanged and what the ideas entail; and as being shaped by the tasks in which students engage as well as by the nature of the learning environment. It is not a natural way that children interact and thus has to be modelled and practised.
Garcia goes on to say...
that one way to deepen conceptual understanding is through the communication students have around concepts, strategies, and representations.
Five Teaching Practices for Improving the Quality of Discourse in Mathematics Classrooms
1) Talk moves that engage students in discourse,
2) The art of questioning,
3) Using student thinking to propel discussions,
4) Setting up a supportive environment, and
5) Orchestrating the discourse.
Talk Moves:
Questioning: Questions which promote reasoning might include…..
How did you reach that conclusion?
Does that make sense?
Can you make a model and show that?”
Does that always work?
Is that true for all cases?
Can you think of a counterexample?
How could you prove that.
This discourse helps to extend thinking and engage all learners in discussion around proving an answer is correct.
Questions which promote Problem solving, inventing etc.
What would happen if?
Do you see a pattern?
Can you predict the next one?
What about the last one?
Finally, teachers use questions to
Questions which connect Mathematical ideas….
How does this relate to . . .?
What ideas that we have learned were useful in solving this problem?
Student Thinking Propels Discussion:
Discussion demands that students summarize and synthesize the mathematics they are learning
student thinking is a critical element of mathematical discourse.
misconceptions are made clearer to both teacher and student,
conceptual and procedural knowledge deepens.
Mistakes and misconceptions are considered and enable students to challenge their own thinking and the thinking of others
Environment
Physical, students facing each other
UDL
Emotional, a safe environment where students can challenge each other
The focus is the person who is talking and being listened to.
Orchestrating the Discourse
The teacher like a conductor
Five Practices Model
The Five Practices Model
The teacher’s role is to:
1) anticipate student responses to challenging mathematical tasks;
2) monitor students’ work on and engagement with the tasks;
3) select particular students to present their mathematical work;
4) sequence the student responses that will be displayed in specific order
5) connect different students’ responses and connect the responses to key mathematical ideas.
6) Hold students accountable to their ideas and keep discussion on track.
Modelling the behaviours necessary to make it work
Explicit teaching of the necessary behaviours
Modelling the language, eg. I expect to hear you discussing vertices, faces etc.
Modelland describe how they need to be listening to each other
Use goal setting and reflection for students to track their learning
Make the students do the work
Concluding:
Maths Teachers must decide what to pursue in depth, when and how to attach mathematical notation and language to students’ ideas, when to provide information, when to clarify an issue, when to model, when to lead, and when to let a student struggle with difficulty, and how to encourage each student to participate.
Students that are encouraged to share their thinking and engage in mathematical debates are furthering their own knowledge and challenging misconceptions.
We will be starting our Maths sessions with something that has been been going well in our Maths lessons. We started with this today. Our TAIs and Triples with fit in with one or more of the hunches that we developed together in session 1:
Some of our students do not like Maths (girls…) Attitudes to Maths have a huge impact on achievement. (Girls, Societal/parental messaging, stereotypes etc.) Some students lack engagement in Maths (have little connection to the relevance, application, beauty of Maths) parent community don’t understand current approach to maths Teaching/learning.
Developing discourse in Maths will have an impact on student achievement. Discourse in Maths is less rich than in Literacy. Including unpacking the meaning of Maths vocab and ideas.
Formative assessment practices need to be enhanced in order to capture and track achievement day to day. How can assessment procedures align with teaching and learning. How can stress be removed from assessment?
Many students lack Number Sense (as a result of abstract nature of Maths teaching,procedural learning in Maths?)
Students in Maths are less likely to be in ‘Flow’, an investigative/Inquiry cycle would bring more meaning?
How will/might this learning impact on achievement for your Target students? What are you investigating in Maths? What hunch is this connected to? How does this plan/lesson connect to your TAI? What are the innovations you are trialling? What are the desired outcomes for learners? How do you think the action you have selected going to impact? What are the desired effects for your practice? What are the shifts in your practice you are working towards? What will this mean for you? How will that make you feel if you achieved these?
"How often and how deeply do teachers, coaches, principals or district supervisors explicate their reasoning and hold it out for scrutiny by the professional community? How often do we speak up, ask questions, challenge assumptions and dig deep when it comes to questioning our practice and beliefs? How many of us avoid these behaviours for fear of offending someone or being seen as resistant or difficult? When people around us do question our beliefs or practice, how many of us receive these questions with an open mind and an inquiry stance?"
What do we know about effective feedback? Non-effective feedback? ( Think pair share) How often are you giving feedback to each other? In what situations? Opportunities? ( Think pair share) Visualise someone you know who has a strength in giving feedback? What do you see, hear, feel? What do we know about RECEIVING FEEDBACK? What stops us from being able to receive feedback well?
DIGGING FOR PONIES
3 Triggers That Block Feedback:
Truth Triggers- if we think it’s somehow off, unhelpful or simply untrue= we feel wronged, indignant Relationship Triggers- all feedback is coloured by the relationship- our focus shifts from the feedback to the audacity of the person giving it! Identity Triggers- focus neither on the feedback or on the person giving it- they are all about US. Something about the feedback has caused our identity, our sense of who we are, to come undone- we question ourselves, are unsure of ourselves These triggers are obstacles because they prevent us from engaging skilfully in the conversation
Receiving feedback well is a process of sorting and filtering- of learning how the other person sees things, of growth. During an effective conversation- the feedback giver may also grow, learn to see what/ why/if their feedback is unfair, not quite accurate. We can’t do any of that from inside our triggers! When your coaching partner is giving you feedback against the habits- listen to your internal voice...is there a pattern? This will be preventing you from growth…..
Is it
T: “ That’s wrong, that’s not helpful, that’s not me!” R: “ Who are you to say! You can’t do any better!” I: “ I’m useless at this! I’m doomed with this !”
Of course there are so many good things about feedback- in this session useas an opportunity for growth as the provider and the receiver! Dig for ponies!
Also- give yourself a self assessment / 10 as how effective the feedback was and how well you received it.
Effective Feedback has helped to raise achievement for students in Mahutonga Matariki.
Effective interventions from our TAI which we will implement in the programme include:
Written Feedback is given as a question, with the intention of action being taken. (Can you…..?) No more than 2 actions
Responding to feedback timetabled
Focus on typed feedback
Keeping a feedback folder to track goals
Pink and green coding used (artfully) in a range of ways
PSG in margins, making students work
Feedback given to the writer, not to the piece of writing.
Feedback connects to student’s goals and writing criteria
Autahi Actions:
Keep it simple
Connecting reading and writing for emergent writers
Using Yolanda Soryl type phonics/formation teaching (letter formation is connected to sound/letter knowledge)
Using visual success criteria, experience and writing exemplars for those that need pushing to the next level
Making writing fun and different (with art, etc).
Tautoru Actions:
Suz- sound boxes using frequency words to fluency. Linking from reading to writing.
Keeping writing relevant to current experiences in other curriculum areas to expand vocabulary and give authentic reasons to write.
Find regular opportunities to share with an audience.
Giving feedback on specific goals/SC (some of ours can’t read the feedback so will need to think about how to record). For more fluent writers:Using P-punctuation and S-spelling. Use pink and green.
-Look at annual plan together
-Connect topics with the domains we feel they sit in
-Have some time to plan specifically for those areas, thinking about how we explicitly make the links to what we do with the domains
-Linking into the parent workshop evening around mindset and maths ---think about brain development/growth topics
-Day in term 4
-Visualisation of ourselves embedding model… day to day experience Gabrielle
Share plan - terms 3 and 4: what fits where; other ideas? Gillian Share pos ed Model, talk about that we do a lot and we can draw a lot of connections but it is really about explicitly doing it and connecting it for the kids. With that being said our challenge to you is to put the things we have done and the things we are thinking of doing back in the domains you think they fit BEST. Then brainstorm any other ideas you have that will connect with what we already are doing that we can deliberatley link to the model.
How can Seesaw be used as a formative assessment tool? In teams:
Go and evaluate 1 or 2 students in the area.
What does this do to tell the learning story? Formative assessment?
What do we need to develop?
What are the advantages? What is missing?
What conversations are we having?
What is evident in the pieces?
"Teachers using Seesaw for formative assessments can now tag their students' posts with their own set of skills or standards. They can assign a simple 1-4 star rating to student work to get a real-time understanding of how students are progressing towards key curriculum objectives. Skills also helps teachers inform instructional practice and save time on reporting.
Skills and ratings are only visible to teachers and are fully customisable to the learning goals your class is working towards."
Activities on Seesaw
"Now you can easily create and share activities for your students to complete in Seesaw on iOS and the web. Get inspired with grade-level specific activities from our library, or create your own!"
This is a Collaborative Presentation set up by Allanah King for New New Zealand teachers. There are lots of ideas for using activities on Seesaw. Please add your ideas!
Guidelines for posting on Seesaw:
Is your post about learning?
Remember to add a caption to say why you are adding the post.
