Maths PD 2020 #2

Today I had a 1:1 professional development session with Marie Hirst, our maths facilitator. I found this really worthwhile as the session was specific to my class. I had asked for support with the teaching my students how to find the most efficient method for answering questions involving decimals.

We began by co-constructing the lesson that Marie modelled. I found this process really useful as it highlighted the gaps in my own content knowledge. The planning formats shared helped me to see how I could help my learners strengthen their own connections to any maths topic. I then observed Marie's lesson and noticed different ways to use both materials and questioning strategies. Afterwards we had a debrief which gave me the opportunity to for both clarity and confirmation.

Here is the link to the notes I took today.

A great idea to share is to have the question prewritten in modelling book without specific numbers (these are added later with post it notes) as this encourages the students to use the maths language to decide what it is they are being asked to do before they are introduced to the numbers they need to manipulate.

Maths PD 2020 #1

We began our school year with a Maths professional development session run by Marie Hirst. It was a great way to begin our 2020 journey as we heard a shared message that helped us unpack what an effective balanced maths programme looked like.

My big takeaways from the day, apart from some awesome ideas to use in my programme were:

• Mathematical communication is using the language in context deepens understanding so need to provide opportunities for this to happen
• Arranging for learning
• Students learn best when they are mixed with students of different abilities
• Mixed ability problem solving + needs based ability workshops
• Needs based groups mean groups are not labelled
• Flexible grouping allows the focus to be on the learning goal that meets the needs of the students who need the information
• Have 'teams' not 'groups' for collaborative challenges
• Unpack 'team' roles one at a time to strengthen connections to what is expected of that role
• Teacher content knowledge is critical
• Equipment allows for visual connections but we need to be able to use this effectively

                                    
Jo Boaler

• Fixed mindset happens with ability grouping when students develop fixed ideas about their learning potential and affects ability to learn.
• Loose confidence.

John Hattie

• Tracking progress sets expectations to students that this is where you perform.
• Teachers tend to teach to that level which locks out components of the curriculum.

Christine Rubie-Davis

• When students have more advanced opportunities to learn they make more progress than they expected they could.

Te Hiku Cluster Presentation

Last week I joined the Te Hiku cluster for their TOD. Apart from meeting some lovely people and taking in the new learning myself, I had an opportunity to present my 2019 teacher inquiry and run two workshops.