Philosophy for Children Session #1 with Amy Austin and Sondra Bacharach - September 15th 2021

Reading prior to session: https://www.thesapling.co.nz/single-post/2018/09/20/book-list-can-books-help-children-do-philosoph

https://www.prindleinstitute.org/teaching-children-philosophy/

https://docs.google.com/document/d/1VuGYXtyYoHkSjnHEuaM_cixPPmb3xSQkkZI5n5kcf94/edit

Number Talks Planning and Discourse

We have set goals around our levels of discourse in the Maths Classroom. We will come back to these at team meetings on September 4th. 

Parent Evening Planning- Tues 11th Sept and Mon 17th September

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.

Maths: Talk Moves and Formative Assessment

We started the session with a Number Talk. We worked in groups to discuss the benefits of Talk Moves as a way to elicit student thinking. 

Maths PLD: Talk in the Classroom

 

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.

The whole Article