Maths - Five Talk Moves

Maths 

Maths PL with Rachel Carson

The focus for today was -

Orchestrating discussion

The implementation of the five practices

Problem solving with a focus on teaching number through strand.

Great Maths PL as it challenged our maths thinking and reminded us about the importance of talking with children, questioning their thinking and processes, and listening to children's explanations of how they are solving their maths problems.

Orchestrating Discussion - 
Talk  - reveals understandings and misunderstanding
        - supports robust learning by boosting memory
        - supports deeper reasoning
        - supports language development

The Five Practices:

Anticipating - what are their misconceptions?

Monitoring - observing children, listening to their thinking - orchestrating discussions
Selecting - children to explain, discuss their working out (not the correct answer first) - reponses affect the quality of the discussions.
Sequencing - select contributions in sequence - gives control over discussion
Connections - making links, working within contexts, integrating strands

Ways of problem-solving - 
I am thinking of a rectangle that has an area of 24cm2 - what could the perimeter be?
Create a 'Factopus' - eg: factors of 24

What if the perimeter is 35?

Caterpillars & leaves;
Strategies -  
2.5x12
add in 5's
2+2+2+ - so  5+5+5+

'Golden Spiral' - Ted Talk - on Fibinocci
https://www.mathsisfun.com/numbers/fibonacci-sequence.html

Mondrian Art
http://www.theartstory.org/artist-mondrian-piet.htm

Best Evidence Synthesis:

What does a worthwhile maths task look like?

- Maths Focus - requires students to think with and about maths ideas.
- Problematic Tasks - 
- Practice Activity - improve computational fluency, problem solving skills or conceptual 
  understanding. (e-learning tasks as support as well as card and game activities)
- building on children's learning
- hands on experiences
- layers of complexity in the problem
- making connections
- integrating strands

Task to do - discuss in team meeting next week - start with a couple of problems a week - joint planning on a shared doc would be useful for the team.

Reflection

Need to plan problem solving keeping in mind how children can relate to that in their daily lives. 
Integrating number with other strands.
Giving children opportunities for hands on learning.

Etap Flags & Anniversaries For Anniversary Testing

Etap Flags & Anniversaries For Anniversary Testing

Thanks to Maggie for showing me, Judi and Lynda how to use flag  in your Learner Hub.

There is now a doc showing what to do to get your anniversary flags on your Learner Hub.

Go to 'Staff Documents', ETap Mark Books and open the document called 'Setting Flags for Anniversaries'.

https://docs.google.com/document/d/1QdBSTPjaUYIcvEksEQbjWhMSUCGZxrq8cX6CiLD2Nko/edit

Connected Day at Southwell 2016 - Workshop

Develop Digital Citizenship and Effective Research Skills by Anne Robertson,CLA Advisor

https://docs.google.com/document/d/1XWfqDbvalDyEQz-EZ88o__TfRfSIKmZMMvb34bCuxWs/edit#heading=h.ngxhercj5igj

Connected July 2016

KeyNote Speaker Marcus Akuhata-Brown

When a crisis hits what connections do you have?
Where is a place you can go when a crisis hits?
What connections do you have in your immediate world and the wider world?
Having significant people in your life allows you to know where to go in your moment of crisis.

In the connection to a place builds connections to people.

Lots of people walking around feeling vulnerable, lonely, scared and not connected with anyone or any place.

How can we ‘teach’ connectedness to learners who may not have this modelled at home? Or have been to many homes/schools in their lives?

Lack of vision can be directly related to a degraded state of mana.

Waiata is to inform learning not just a entertainment, it can help you to process information.Eg By the rivers of Babylon. Tell us your story by song, sing about

This is my story, my whakapapa, relationship to people and place,

All the names  in history were connected and had a meaning and purpose to person.

Become condition by the environment. It was convenient for those who had power to keep the young people in the box, parameters  coz it is easy for ‘us’ to control them where they are comfortable.

Coming from the same whakapapa If I can make it you can make it

If we are operating from head we will be just 1, 2 or 3 but we operate from head we can make a difference.Head and heart need to connect, like clapping , power to change.

Powerful thing is when your head and heart are connected and can change your life. Trying to make good choices and decisions, never believed in myself, thought I was never too good.

Wisdom is in the room, when it starts

Encouragement by the teacher made my way to the university, the first one in the family.I was out of comfort zone, the further from the comfort zone, the more growth the flow , the movement occurs. Real growth occurs  when you want to grow yourselves and how  uncomfortable you are willing to become.

When you are in journey with people its hard work , the ebbs and flows can be challenging to your life.

Probably want to give perspective what does it mean to you. If there is fire in your puku then you can become what you want to be

I was with the people who made a difference, had passion and belief to change the world.

You must become the change that you want to see.

Went to England, met Prince Charles, saw my green taonga and said “ I see you are from New Zealand”

I am here coz someone came to me  when I was at school and challenged me  and I still challenge myself

you can never underestimate what can happen  when you choose to make a difference.

Life is like a coin, you can choose to spend it anywhere but you can spend it only once.

It's not programs, it's not policies it's people, that make a change.
You must become the change you want to see in the world - Gandhi

Jeanne Gilbert - Te Reo PL - IpPit Methodology and Unit Planning

Jeanne Gilbert - Te Reo PL - IpPit Methodology and Unit Planning

Another great session - more support for reaching Te Reo in class using the 

' iPpiT = Methodology           i-input, P-practice, p-production/output, i-interaction, T-task (backwards mapping)' with a focus on foods.

I will use the fruits children are familiar with - banana, orange and apple - using the 'Oral - Choral' process with 'ping-ponging' and 'looping'.

The children are familiar with practising in pairs and as a class as they use 'IRDPX' methodology for TeamTalk with their feelings.

We will continue with feelings, days of the week and include fruits with 'interactive phrases' - ie: Q & A format.

Te Reo PL with Jean

Te Reo PL with Jean

Recap achievements from the year so far.
Recap the IRDPX methodology.
Learn the oral choral methodology.

Great to hear feedback from others in the school about how well the IRDPX methodology is going in their classrooms, along with some extension ideas and times of the day it is being used.

Input
Recognition
Decision making
Processing
eXtension
(Powerpoint presentation on teaching IRDPX for kai)

Oral Choral:
1. Teacher - class
2. Class - teacher
3. 1/2 class - 1/2 class
4. pingponging to teacher
5. Looping - personalised context

Task based language learning 
Ellis (2003)
Can be divided up into Pre-tasks (what vocab do I need, how long will it take etc), task, post task (what else do they want to know about this, or what are our next steps going to be?)

Instead of just learning numbers try -
He aha to nama waea?
(What is your phone number?)

So instead of just reciting numbers - there is a purpose and they are learning them in context and not just rote in order.


Next time : iPpiTs - lesson/unit plans.

Maths PL 5 Talk Moves

Attended staff PL learning about 5 Talk moves.

Maths PL

Facilitated by Rachael Carson - Te Toi Tupu

Todays PL was focussed on developing student discussions to facilitate maths learning for children. It also included some problem solving tips -  eg:  (4.7x8 - several ways to work this out)

5 Talk Moves
- what are the other ways of doing this
: repeat others thinking
: add on  - prompting - how did you do that?
: re-voice in teacher speak
: agree or disagree?  why?
: wait time to think & process

Think Boards - laminated sheets for using with equipment or solving problems by drawing on them.

Maths curriculum expectations are that students solve problems in meaningful contexts.

1. Launch the problem - language, context, read the problem with the children so all understand the
    task.
2. Think time to assess the problem alone, then discuss with a peer to check understanding & teacher
    can observe & monitor how students  attempt the problem.
3. Pair - traffic lights - Green - independent; orange - understand but need some support; red - need
    help.
4. Share - talk builds memory & robust learning, deep reasoning.
5. Self reflection & practise - journalling - write down what they learnt today?

Creating the environment for professional problem solving is essential for a successful programme.
 - children can then construct their own learning.

Team task is to plan a problem solving lesson (- as per slide).

Personal challenge - pick one talk move to use this week then add on with a new one each week. 

Teacher only day - Turangawaewae Bus Trip

Teacher only day - Turangawaewae Bus Trip

Our visit as a staff to historically significant local sights began at Te Parapara, the Maori garden at the Hamilton Gardens.

We stopped on River Rd and went across to the Miropiko pa, the original pa site for Ngati Wairere.
Our tour guide, Wiremu, was a great storyteller. He has an amazing oral history of the area, known as Kirikiriroa, and his iwi. He told us the story behind the Pou whenua at Miropiko.
 
Another prominent pa site is on the western side of Cobham Drive where the archery field is now located.
We stopped at the original site of the Kirikiriroa Pa site in London Street.
We then travelled along Harakeke Drive to Horotiu and crossed over the Waikato River.
We travelled back through Gordonton, past the Hukanui Marae to the Museum.

After a picnic lunch by the river, we attended an educational presentation and tour of the Waikato Museum.

We are fortunate to have such rich resources in our community - the river, the Museum, our Heritage trail, our relationship with representatives of Ngati Wairere, and our location as a school in close proximity to historic Maori settlements in and about Hamilton.