September 4th 2017 UDL, Inquiry and Maths/ Observation Triples

Further reading: What is Mathematical Beauty? Teaching through Big Ideas and Connections: Jo Boaler

Here is a run down for Maths Triples Next week and the week after.  There are a few group changes etc .  We also really want to 'join the dots' between our PLD Foci/meetings , WBS initiatives such as triples observations, teaching goals etc and student outcomes.  

 FOCUS of Maths Triples -    Improve student outcomes in maths                        

For these triples please think about the sorts of things you might want to demonstrate/explore/discuss during your sessions.

Please keep in mind the things we have looked at already so that the session is relevant:

-Using growth mindset in Maths

-Maths as a creative realm and the application of flexible thinking

-Visualisation in Maths, number talks

-Collaborative problem solving

-Formative assessment, student voice in learning, self evaluation and goal  setting

                         

There is likely to be quite a lot of cross- over with some of these things.  It is bound to be really interesting.  Exciting!

During this session we will also be setting Teaching goals :

These goals will focus on student outcomes.  What difference will ‘numbertalks’ or…………. make to this group/individual .... and where will they be by.........  How will you know ?    What will you see/collect/gather ?  What will they be able to do ?

Timetable

Week 7			Week 8
Time	Monday John Wanwan Susie	Tuesday Nicola   Scott Anna		Monday Shona Gabrielle Gillian Chris
	04 Sept	05 Sept		11 Sept
			9.00-9.30
9.00 - 9.20			9.30-10.00	Chris - Suz/Jude
9.20 - 11.00	John - Hayley	Nicola-Chrissy	10.00-10.40	Gabrielle - Kathryn
11.40- 1.00	Wanwan-Sherwin	Scott - Sherwin	11.40-1.00	Gillian-Hayley
1.40 - 3.00	Susie - Kathryn	Anna - Hayley	1.40-3.00	Shona - Sherwin

First 20 minutes:   Share how your Maths programme is structured.  

Before Observation - Person being observed will share:

• focus for the lesson, background to student needs in maths
• the planning - lesson sequence overview and student outcomes
• personal goals in teaching maths - or your Teaching as Inquiry

During Observation:

• note teaching strategies/behaviours
• what students are doing in relation to these
• what is effective?
• what could be improved?

After Observation discuss:

• what were the strengths?
• what could be improved?
• questions to think about/consider
• set a teaching goal for the next 4 weeks.  We will reflect on this during an admin meeting.

What staff said...

Teachers

Students

Planning linking to real world context/ Inquiry Provide contexts Posing questions (creativity, materials and opportunity to explore) Direct teaching (strategy and knowledge) Number Talks (visual, language) Formative Assessment Scaffolding Modeling Think aloud Open ended tasks Appropriately pitched UDL Authentic- linking strand to number Reflecting Feedback Provocations Provide a variety of materials Low floor/ high ceiling activities Maximising teachable moments (being nimble) Capturing learning Knowing the learner Knowing content

Exploring Answering Questioning Sharing Collaborating Showing Explaining Creative Output Being creative/ flexibe Doing (measuring, questioning, trial and error) Practising Proving Thinking Games Practise skills Think aloud Having learning conversations Taking risks Being curious Choosing how to investigate Visualise Imaging Reflecting Teaching others Solving real problems Opportunities to share/ celebrate Students as mathematicians

August 24th: Reflecting on Positive Education Parent Workshop

After a successful Positive Education Parent Workshop, we reflected on what went well and what would be even better if...

Inquiry Internal Evaluation

We have been working through an Internal Evaluation for Inquiry. 

After multiple discussions with the staff, we have identified what we need to prioritise:

1. There needs to be a consistent planning format across the school. 
2. We need school wide success criteria for measuring soft skills/ key competencies
3. We need consistent language when developing SC, positively framed, they are based on Bloom’s Taxonomy and they distinguish between conceptual and procedural knowledge.
4. In order to tell the learning story, we need to unpack how best to use success criteria and communicate each criterion. We feel that breaking it into parts may be more effective than treating it as a whole. Seesaw is the vehicle for telling the learning story. 

ACTION: Staff need to plan for the use of the managing self success criteria formatively.  

Chose just one part at a time.

We need to have some information to share around this for our Inquiry Internal Evaluation and are conscious that it's week 6 already! Half way through the term!

Next week we will be sending out a survey also so that we can get more evidence of our practice in Inquiry.

Please familiarise yourselves as to where we are up to:

Inquiry Internal Evaluation

Monday 7th August, Maths: Internal Evaluation and intro to Number Talks

The Maths PD links with our Internal Evaluation.

The session involved:
Reading Research Brief: Five “Key Strategies” for Formative Assessment (Dylan Wiliam)
Watching Number Talks Clips by Jo Boaler and Kyle Thain
Looking at Seesaw Maths as a form of formative assessment
We Discussed next steps...

Here are the slides from the meeting (including video links):

As part of our Internal Evaluation, we will be trying new things in Maths and present back on Monday 4th September: 

I have started a Number Talks Crowd Sourced Document. It is full of great resources: 

Principles of Effective PLD

Principles of Effective PLD:

●      Links to identified student needs and learning outcomes
●      Integrates knowledge and skills
●      Operates within a learning community and culture of trust
●      Offers sustained, multiple opportunities to learn (= TIME)
●      Is collaborative, shared, collegial
●      Active role taken by leaders
●      Is inquiry-based