Term 3 Inquiry Presentation

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Maths PD With Jo Knox

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Today's PD was about aligning the NZ Number Framework, NZC and the National Standards. I have made some notes around things I found helpful or interesting, especially around the tests we use with our children. This is my first year teaching year 3 and the tips around Gloss I found very interesting and helpful. Thanks Jo Knox!! Some important notes/ things to remember : Because one curriculum Level spans 2 years - we look at early level and end of level. So in year 3 they need to be early level 5 - at the end of stage 5 by the end of year 4. Knowledge and strategies are interwoven or interlined We need to think about what tool is most appropriate - Jam or Gloss? Assessment isn’t just a one-off thing … it can be a chat you have with students. Summative - tape measure - MEASURING - gives you a mark/score. SUMMARISES what the child knows. Formative - what can I do differently to affect the growth of that flower (student in our case) - informs what learning...
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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...
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Second Session with the DIMC Mentor Don

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To recap, my Inquiry question for this year is: Would the everyday, explicit and rich teaching of mathematical language, coupled with step by step techniques of unpacking word problems, help my learners to better understand mathematical concepts, and better answer questions and explain how they got their answer?  Last term  I did a lot of work around how we 'unpack' a word problem (essentially using the DIMC approach) and doing lots of learning around mathematical vocabulary.  A recap of how I have been implementing this in my maths class with my learners:  When looking at a word problem: What is the story about/ What do we know from the story? We have spoken about the word ‘context’ and what this means. With every question I have introduced to the children they have had to explain the context of it.  What are we trying to find out? Once the group is able to agree upon a way they may go about solving the problem they are given paper to being their work...
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