Thursday 16 November 2017
Sunday 8 January 2017
Maths Symposium 8/07/2014
Maths Symposium – 18/7/14
Keynote Speaker
Please can we have more maths – Robyn Averill
Ensuring maths is not a lofty mountain.
Persistance How can we help students want to continue with a task until it is achieved
Investigating number traps. Getting into reasoning and that deeper thinking. Starting to see the patterns – do you have to work through every number before you see the patterns?
Keeping a record of numbers used so you can see which ones you have already worked through.
Think of a number
No
Yes
Multiply by 3 and add 1
Halve it
Is it an odd number
Is it even
Escape
Is your number 1?
Fermi Problems are problems where it is really hard to know what the answer is.
How much toothpaste was used in NZ this morning?
They involve lots of different problems that you often have to estimate the answers
How many people are there
Take away the babies and people with no teeth
How much paste is on each brush
How much paste in each tube
Where do you find good, rich math tasks?
Nzmaths; nrich; colleagues; ukprimary resources; pd
Making opportunities for strong maths discourse – probability one thing that might happen tomorrow
How can we design material with patterns using translation? How will the design affect how we cut the pieces to make a shirt?
What transformations can we describe?
How many shapes can we see?
Perimeter how big are the squares?
What is it about a task that makes it open and what makes it a rich task?
Open – can be modified to more investigations
Lots of possibilities not one right answer
Engaging, meaningful, purposeful
Video clip Ben additive thinking
look at the tool on www.nzmaths.co.nz/MathsAspects/index.php
Pilot out T4 2014
Math/ Reading / Writing Available to all Term 1 2015
Ensure that this is used as a tool rather than as a test.
Good discussion on how we can track progress over the year for individual children.
Data will follow children through SMS number
Workshop Two: SAMR - Barbara Reid
What does SAMR mean and how do we apply it to maths learning?
Learning with Digital Technologies http://tiny.cc/lwdtmathsymposia
using a padlet tiny.cc/padlet whole class can participate on one document
Use video to work out a problem, put it on class blog then share it and invite feedback.
you tube: SAMR video explained by students 3.55 Rich Colosi
also clips with APP examples to use.
by publishing tasks on class blog then children will be more engaged as they know they have an audience
Capture the evidence of learning
Is it relevant
Be rewindable - we can go back sometimes several times
making math thinking visible with ipads - www.kathycasssidy.com
vln network group
Do we share our learning? blog, wiki, class website
manaiakalani.org google apps
our schools
look into ulearn rotorua
moe digital literacy
How can we collect, select, reflect and project maths evidence using digital technologies - Leigh Hines
Simon Sinek - TED Talk the three circles of assessment
on classroom wall super student / role model / ready to learn / make better choices / teachers choice / parent contact. chns names are beside the area they are at. this is a schoolwide display. it is in every classroom
linoit.com a padlet type of app that allows lots of people to put up ideas.
Kinds of evidence
- acheivement data results of assttle gloss pat etc
can all of the physical evidence be saved converted to digital evidence that can be saved in an e portfolio
yes, scan it, photgraph it, record it, video it.
things that can go into an eportfolio (click on a link in the powerpoint)
ways to get your artifacts into the cloud
Google apps 30 GB of storage for each GAF
Microsoft 365 (30GB for schools) having problems getting it to work properly
Evernote Free (unlimited storage 60mb upload limit per month)
Myportfolio (1GB storage per person) MOE funded until end of 2015
Some of the ways to move it
Use a wiki or google sites to showcase
instructions on how to make a google site (on powerpoint)
Maths Staff Meeting 4/08/2014
Looking at setting up observation groups and working in grps of 3.
Asking the questions why, for what purpose etc
Need to revise asking those rich, deep questions of each other. So this would be a practice run for further down the track regular observations
Helen - Beverley - Shelley (Beverley)
Tracey - Sue - Maurice (Tracey)
Anna - Simon - Grant (Anna)
20 mins obs then 1 hour discussion. Looking at the observed person and questioning about their practice. Based on their inquiry. Next visit week 7 Sept 1 & 2nd
Problem Solving
Mr Broom woke up 1 morning and looked into his sock drawer. There were only a few pairs left. How many pairs of socks were in the wash?
Mr Broom went into the kitchen and there was only a minuscule of milk left. How many days will the milk last?
These are another way of looking at problem solving. What questions do we need to ask?
HB Sports - Fundamental Skills 5/08/2014
Noodle tag
Hospital tag - injury put hand on it 2 nod injury hand on it. If below the knee keep hand on it. 3rd injury go to hospita
Hangar tag arms out for wings
Match FMS to the Sport NZ developing fundamental skills manual
Locomotor skills - stability skills - manipulative skills
Why is the development of fundamental movement skills important?
Pg 3 it is the basis for a variety of games
They cater for all moving parts of the body
They enable you to assess
Develops co- ordination
Gross/ fine motor skills
Provides opportunities for social development
Basis for skills for sports
Can be a part of classroom activities
Develop confidence
Mental stress release
Bones, muscle development
Injury free
Accuracy in games
Social communication
Fun!
Crossover left/ right brain
Giving students opportunity to show hidden talents
Harder to break bad habits
Achievement
More likely to participate
General health -mental - physical - emotional - social
Wendy - early childhood development officer
Early childhood - foundational skills
Build on oral languages
Boys have 10-20% burst of testosterone at between 4-6 yrs. They have less serotonin.
Cognitive - process
Associative - progress and feedback. Be really specific about your praise.
Kids need to know who's in charge, what are the rules are and the consequences.
Aim is to get automaticity doing things without thinking about it.
Key understandings
- FMS are important in the development of the whole child.
- FMS can be a part of everyday classroom activities and routines.
- Movement skill development is age related not age dependent
- Early childhood is the best time to learn fundamental movement skills
- FMS can be learned through play.
Pg 3 :
what do they like playing? Seaweed, cat and mouse, bean bag tag, candles, mini ball,
What skills need developing?
Think about the chn in your class at the moment. Can you answer these two questions? If not, how could you find out?
Pg 4:
What other things might we need to consider?
Play area, equipment, how many children, weather, term priorities-upcoming events, children's prior learning, family, community expectations, inclusiveness
Pg 5: FMS Sequence
Fitting it in: measurement - jumping for distance developing a graph
Sequencing - identified phases of the jump
Sequenced cards
Practised beg, middle and end positions
Put it all together
Drew the stages
Technology
- Identified skill criteria
- Record phases
Idea! Get kids to create their own fundamental poster as on pg 5 in book.
This course has provided me with more tools to create a successful PE program with my class. It enables me to assess, teach, develop and assess all students successfully and now I feel confident that I can organise activities that will cater to each students needs better.
Writing Stephen Graham 29/08/2014
What do we need to
Be able to id a verb before we can teach cap & full stop.
Go back and teach verbs
No more tha 2 verbs per sentence
Information report
In intro we need a linking sentence
Structure goes from macro to micro
You cannot add personal I me etc
Write a topic sentence
Eggs -shell - yolk - white / start each paragraph with the shell (micro)
Number colour size shape texture position doing
We want mostly short succinct sentences. Topic sentences
Avoid personal pronouns
Concluding statements are not needed in an information report
Each micro have a diagram or visual literacy
Underline the core sentence b4 you had a pic. Find a highly relevant pic to go with statement.
Noun, pronoun, pronoun, noun. Michael, he, he, Michael
Teach them explicitly how to succeed
Start with a game of the 7 rules. Give me a colour sentence? Start with themselves first
We need to know our describe sentences first
Then a toy next
Then a visual object
Narrative
3 characters only
4 series of events.
For each character do a bubble map
4 clauses and phrases of consequence. Suddenly, all of a sudden, b4 he knew what was happening etc
Explain what they are going to see
Romeo. Title
Romeo is 7 yrs old. Number
Romeo has blonde hair. Colour
Romeo can play rugby doing
Romeo is in room 9 position
Romeo he he Romeo
Gave out materials write the title
Speak a number sentence then write it.
Next is colour sentence remember our pattern. Romeo he, he, Romeo
Doing sentence next. He can play rugby
What was the job of the last sentence. Position. What was the pattern? Romeo is in room 9
What is the pattern - read me your colour sentence etc.
Meet Toby. What are we going to come up with first
Number sentence Toby has 4 legs
He is multi coloured.
He can bark
Toby lives with Mr Graham
Box with 1234 in boxes if have title put tick in box 1
Pattern Toby he he Toby tick in box 2
Position sentence tick in box 3
Colour sentence tick in box 4
Go back to Romeo
Title tick in box 1
Pattern in place tick box 2
Check position sentence tick box 3
Tick in box 4 if cap at beg of each sentence.
Read me the two titles
Read me the two position sentences
Read me the two colour sentences
To go to recount put in time connective sentences.
Need to have a relationship with kids
Need to be able to link to past lesson
Need to know where they were on learning continuum
Capable of adding a new perspectives
Add supplementary sentences eg Romeo is 7 yrs old. When he was 3 he moved from Wellington.
This was a very fast paced workshop and I find that I will need to do further reading in order to teach it well. I have tried to use this model over a couple of weeks in class and have found it is worthwhile for a report and the children can now write in this pattern of Title, number, colour, position and pattern quite readily and they enjoy being able to use the assessment 4 box tick system. Also quite powerful is that the children get the opportunity to fix it so that they can tick it. So that in itself is a form of self editing which will lead on to being able to identify the next steps themselves.
My next steps are to investigate how to expand those simple sentences and to be able to add detail. i will do this by discussions with Yvonne (RTLit), other tchrs that attended and by looking at PD that Stephen Graham has on the web.
ROBYN Holt - Questioning 1/09/2014
Questioning with Robyn Holt.
Looking at deeper levels of observations of the observed.
Setting up: understand the goal.
1. One way is for the observers to learn
2. The observed is the learner. Observers go in as questioners.
#2 is more beneficial for improved practice.
The observed is the primary learner.
Has to be an agreed date and time and is non negotiable.
Should be diaried in the long term plan by senior management.
Observers need to know what needs to be observed.
Getting students talking - to elicit prior learning and draw on children's knowledge.
Sheet that is used.
Record for the teacher. Take a copy for yourself
Transcript Form in google Docs sheets
Tchr Observation
We are learning to use lots of different strategies and sharing our ideas to solve problems.
Use show me to verbalise and write what they were doing.
Modelling has to continue all the way through.
Think aloud to show children what expectation is needed.
Ensure Eric is challenged.
Teacher observation sheet
Name Beverley west
Date 2.9.14
Focus of observation : the facilitating of the group in sharing their strategies when they are problem solving.
Shelley's Notes follow.
|
observation transcript notes |
discussion points |
|
Prior knowledge, prickly problems. Repeated what the kids said. Reminded them that they solve problems different ways. Helped with a different way. L.I- Walt use lots of different strategies in solving problems. Gave pairs a problem. Tell me what you think about this. Have a look at what they're doing. Nothings a secret. Chn called out a answers. Not getting into why they thought that.
Jacob explained his thinking. asked how he got there. Did you get that tipene? How?
How did you work out? Did you come to the same thing as they did?
Looked at answers.
Gave another problem, asked to use more paper this time.
tipene watching Jacob and phoebe troy not looking.
got a short of answer but not getting it?
Wrap up. What did we use? Did you change some of your thinking?
|
Can you tell me why you choose those questions in that order?
why do you think they just looked at the answer? How to get them away fromjust focusing on the answer?
Cheapest buy/best value. Confusion. Better buy, understanding vocabulary. Should we go through the questions to fix up any cconfusion.
Picture vs write the equation. |
Helens Notes follow:
Staff Meeting:
Geometry
Steven Graham 3/09/2014
Take each sentence and put it on a separate page in book creator then find a picture to match.
By breaking it down makes it more manageable.
Embellishing the writing Adding supplementary sentences. Get children to stand up behind first four students and add a supplementary sentence. Then use Coloured strips white for initial sentence and orange for supplementary sentence. Then they can turn simple sentence into compound or complex sentence.
Take a bubble and put structure on the. Bubble. When you have included each step in your writing then put a magnet on that place so can ensure all bases covered.
Successes were
- longer sentences
- Helping each other
- Shared writing
- Noun - pronoun - pronoun - noun pattern
- Paragraphs are easier to write and understand
- Oral language practice = confidence
- ESOL understand tense
- Edit tick boxes - they are proud of their writing
- Self monitoring
- Vocab is improving
- Theory to practice in classroom
Challenges
- Wide range of abilities
- Transferring to other forms is confusing
- As a teacher not to go too fast
- Need for grouping - teams vs whole class
- Structure vs voice
Next Steps
Talked often about Steve Peha and his method of writing
Need to get children to notice. First years of teaching should involve loads of writing what you notice.
Integrate the ideas.
Mostly for teachers and their learning. Going from formula to more natural writing.
Taking it from writing into reading and recognising the structures
Familiar - less familiar - literary
Using the description bubble in different ways.
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