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?
In our triples teams we shared our planning.
Critical Questions for our Triples Discussion:
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?
Reading for Monday (in reference to triples): Maths: Accountable Talk Ain't just for kids
"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?"
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