Inquiry Term 4 'Making High Frequency Words Stick'

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Gems from first CoL Meeting

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COL Inquiry - Mia Szymanik, Year 6 Teacher,  PES School 2018 Gems from first CoL Meeting
What’s the Big Idea for 2018 ? “Language in Abundance”, Language Acquisition, development, Transfer and sustaining across school
levels and curriculum domains.
Language in abundance environments ‘drip’ with language availability and attention, where noticing and relevant use of words allow for deeper, wider, more specific and precise, context appropriate language expression…leading to knowing at deeper and broader levels. Dr. Jannie Van Hees
What is MY responsibility as a COL teacher:
Conduct a mean as inquiry at your level/s in your subject/s Language in Abundance is the lens Share it really well Help each other Visit online/offline, debate, discuss, challenge, suggest

Russell spoke about how some year 2s didn’t know the concept of a rectangle, and he spoke to a teacher whos high school students didn’t understand the word texture. This lack of vocab and understanding of words and concepts is really holding our …
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Kia Ora Whanau. It's a while since I last posted - please excuse me. I have returned from an amazing, almost 3 month trip around Europe. How lucky am I? I flew to London, and from there visited Greece (Mykonos and Santorini), Spain (San Sebastian), Paris, Croatia and Italy! A lot to fit into just under 3 months… I had an absolute ball.

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‘Developing Mathematical Inquiry in a Learning Community', PD with Roberta Hunter

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Friday 26 January 2018 - Roberta Hunter PD Day 1
‘Developing Mathematical inquiry in a learning community’. Here are some notes I have taken from our amazing PD today with Roberta Hunter. Please  note some are taken from her slides.
Maths that works for diverse learners - for all learners. Whole focus on an inquiry, children doing mathematics within an inquiry mind, thinking. There are so many places where children think it is their job to sit and listen. Children need to learn that to be good at maths they need to ask questions, children need to realise that it is their job to do their learning and thinking. A lot of children associate being bad at maths with being a ‘bad’ listener’, or ‘I can’t do maths because I fiddle all the time’.
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** Cultural context - what do the children do in YOUR area - how often…
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