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.
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.
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