Day 3 MPI

Day 3 Maths Practice Intensive

Session 2: Dorothy

3 click rule

Engagement.

Interesting for our young people - make them want to be there (but not too busy).

Nagivation - making sure it is all visible.

Capture the 'tricky' bits and make them rewindable so they can hit replay until they have got it.

Use these maths apps carefully.

Book mark them.

Kids should screen shot what they achieved. 

Where does this screen shot go?

Maybe a slide deck? Or blog?

Check out some of these star teachers to see their planning. 

See if some would be useful to use. 

Session 3: Elena - Planning and timetabling

Nine key areas of teacher practice.

To make sure we get time to do everything we should integrate the maths learning.

Integrate different topics of maths.

Integrate maths into other areas.

Make sure we revisit previous learning. This can be done in the indepnedent leaning time. It is ok to go back and revise previous learning e.g. do a fraction activity 3 weeks after finishing the fraction unit. 

Keep practising procedural fluency

Mapping tool.

How is maths integrated within maths.

How is maths integrated throughout the other areas - cross curricular.

Share these with Dave and Veronica. 

Session 4: Grouping

I need to look at having groups and teaching groups. Use fixed groups at times and flexible groups at times. Mixed ability at times and groups depending on needs at times. 

Session 5: Estimation - Maths talk

Estimation is a very important part of maths understanding.

One way to give more critical thinking to the kids - Giving an image - asking the children "What question can we ask?"

Use the slide deck for estimation maths talks planned by our group.

Session 6: Rich task

Good sites for rich tasks.

Remember to solve the problem yourself to see what students might do. Also be aware of misconceptions.

Session 7: What does a maths problem look like?

I want to use a rich task each week. Gather a whole lot of these together and share with our staff. 

Session 8: Keeping track of students progress

I need to find a resource that is useful to keep track of students learning and what they need to learn next.

I want to find out more about the 'snapshots' that people are talking about.

Use FA more and keep track of the information that I am finding out. 

Session 9: Pulling it all together.

Day 2 MPI - Know your learners at Mathematicians

What did I learn that increased my understanding of the kaupapa and pedagogy of the Manaiakalani Maths Programme ?

What did I learn that could improve my capability and confidence in teaching reading?

What did I learn that could be used with my learners? 

What did I learn that could be shared within my wider community, with either colleagues, or whānau/aiga?

Session 3: What makes a confident teacher.

This slide was really good!

A good reminder about how tamariki need baseline knowledge to learn new things. They build on what they know. If you try to push them before they have a good understanding they have nothing to hang new learning on. 

5: Assessment 101

I like this slide - It says that tamariki should develop a range of learning strategies that they can use so that when the first does not work, they have alternatives. 

5: Assessment Data and planning

Unpack the PAT next week after doing the PAT testing.

I need to gather data and keep it in an orderly way so that it is more easily used to inform teaching and see progress. Use this achievement data to show their next learning steps.

6: Teacher workbook

Use this to explore the Teaching sequences

7: Assessment Data and planning

Make sure I have Learning intentions that come from the curriculum.

Make sure the Success Criteria is clear and not related to the context!

Sometimes get the tamariki to develop the SC with you.

8: Maths talks - Quick images/subitising

Video - Jo Bolar showing how to teach and use subitizing.

I want to check out these amazing resources!

 

Reflection on survey and Ground rules for talk

 I did they survey with my class. I have half a class of Year 4 and half of Year 3. As there was no option for Year 3 the whole class chose Year 4.

I noticed that a lot of the scoring was a 3. They feel pretty good and confident about maths in general but not really good. 

33% like their maths problems to be hard which is interesting. 

They feel like they get some feedback about their learning and they find this really helpful.

Alot think that working on their own helps them with their maths. We had a discussion about this which tied into our lessons on Ground rules for talking/ working with buddies and sharing our ideas.  

The tamariki have really embraced working with a buddy to talk about their thinking. They are managing to work with someone new most days and not get upset about who they are working with. There is lots of positive talk about this before the buddies for the day are chosen.