Mia's Teaching Journey

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’. Someone to look at/ into - William Tait - Professor in the States - stats about life expectancy - if children disengaged from mathematics at age 10 their life expectancy became less. ** Cultural context - what do the children do in...

Exploring a lesson based around the book ‘One is a snail, 10 is a crab’. This book gives the children a rich context to learning about making numbers using addition. Each number is represented by feet, e.g. a snail is one, a dog is 4, a crab is 10 so two crabs are 20 etc. 50 is 5 crabs or 10 dogs and a crab. 100 is 10 crabs, or if you are counting really slowly 100 snails. See below for pictures that represent the numbers. Once you have read the book. I am going to say. What might I see if I see 4 feet. Have pictures of the animals from the book to stick down. They should say dog. How else could we make this number. This will be done as a group. We have picked 3 kids from our class to sit with Jo as she models this lesson. They are NE children and haven't been at school very long at all! Jo reading Book to kids: 1 - 1 is a snail. Now they are saying it’s one because how many feet has a snail got? 1. Logan: It doesn't have any feet! 2 - 2 is a .. can you...

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...