## Friday, 1 September 2017

### Problem Solving Approach

TERM 3: WEEK 6

I tried using Problem Solving approach with my new target students - and they struggled to follow the process. Therefore, I changed the problem solving approach a little bit.

1. Warm Up - knowledge number activity eg. Number Talk - whole class

2. Split the class into two groups - mixed ability groupings - stages 0&1 together as one group AND stages 2&3 together as the other.

3. The group that I work with on the day - direct teach them with the stragety that I need them to use. Eg, show them how to count all objects (from two sets) to solve a problem. FRONTLOADING

4. Launch the Problem - unpack with the students - Use TALK MOVES such as repetition, rephrasing and wait time - to get students engaged and involved in the unpacking. I do role play if it is hard to understand, or do hands on work etc. - with MATERIALS

5. Independent thinking - this is really hard to establish, they need to practice more, it helps them to think deeper. Lots of practice needed.

6. Peer Share - students to share their strategy with another person/s. (Teacher is MONITORING, SELECTING & SEQUENCING students ideas while they share their thinking with their partner)

7. Whole Class Sharing - students to share their thinking with the whole class in the order identified by the teacher (in step 6)

8. Making Connections - This is a bit hard to achieve at my year level but it happens at stage 2&3 group. Students who are counting all objects are learning how to image numbers in their head or counting on from the largest number.

I can't wait to see how my idea above impact my students learning of mathematical language, attitude towards learning Maths, and understanding of strategies use to solve Maths problems at each stage.

## Monday, 21 August 2017

### Problem Solving, Talk Moves, Materials

Term 3: Weeks 5-7

Goal:  I will continue to use FRONTLOADING, MATHS WALL and NUMBER TALK to encourage student talk and provide students with Mathematical vocabs. But because it is hard for my target students to count on / back in their head to solve Maths problems. I will be focusing on using Materials, TALK MOVES & Problem Solving Approach - this means ‘deliberate teaching’ using ‘drop count’, ‘listening tin’ and ‘cube count’ to help them image numbers in their head for counting on / back. I hope that focusing on these three approaches will also enable students to talk more using the new vocabs introduced in this topic and less teacher talk.

Date: 21 August 2017

Teaching & Learning  (Pedagogy & Ako)
How are you going to do it? What are the deliberate steps.
(Include DAT, resources, PLD readings, support etc.)

Problem Solving Approach (Mixed Ability Groupings)
1. Launch a Problem
2. Independent thinking
3. Pair Share
4. Whole Class discussion
5. Conclusion - what helped them to know how to solve the problem

TALK MOVES
1. WAIT
2. REVOICE
3. REPEAT
4. REASONING - Agree or Disagree

Indicators of progress

(What I’m looking for that shows I’m making a difference to student progress)

- Attempt working collaboratively with a friend or the whole class
- Able to use ipad to record their work
- More Student Talk
- Improve deeper thinking
- Increase using of Mathematical Language correctly
- Able to solve a Mathematical Problem using either count all or count on with materials

## Friday, 4 August 2017

### Mathematical Theory - Teaching ESOL students

#### This is what I did. I used 5 in a problem such as : Kolo has 5 soft toys and Marii has 2 soft toys. How many soft toys altogether that they have?

Children are learning number 5 better when it is used in a context. It was hard at the beginning but I have realised that children enjoyed exploring using familiar contexts; and they learned to know and identify numbers faster in this way rather than learning the number in isolation.

## Monday, 24 July 2017

Term 3

Hunch & Hypothesis (WEEK 1-4)

Goals:
New Entrants don’t know how to explain their thinking, they need the Mathematical language as most of them are ESOL students. Therefore for me, I need to be deliberate about the way I introduce, use, and reinforce mathematical terms. I will be incorporated mathematical vocabulary in my planning as key focus in the day-to-day teaching of Maths. I will be using these TESSOL strategies - Frontloading with materials, Maths Walls and NUMBER TALK to teach students with correct maths vocabs and how to use them.

Dated: 24 July 2017

Teaching & Learning  (Pedagogy & Ako)
How are you going to do it? What are the deliberate steps.
(Include DAT, resources, PLD readings, support etc.)
Professional discussions with colleagues
Observation notes - OTJ
Formative assessments - from TERM 2
Student feedback
Student work and sharing of understanding
Maths Collaborative planning - identify key focus words to use eg. COUNT ON, ALL TOGETHER

-
When planning a lesson, identify the vocabulary students will need in order to understand or explain ideas. Introduce these terms at the start of the lesson so that students for whom they are unfamiliar won’t be confronted by new words and procedures simultaneously later in the lesson. The meaning of the vocabulary can then be reinforced when students put it to use.

The “vocab session” can also be used to systematically review terms introduced in previous lessons. Include mathematical vocabulary in spelling lists. Provide opportunities for students to practise and use this new vocabulary throughout the lesson.

I will spend some time during warm up times to directly teach my students with the focus Mathematical language that will be used in our maths lessons.

COUNT ON, ALL TOGETHER, +

Maths Wall
Create a “word wall” on the classroom wall. Students can post definitions, drawings, and examples next to the terms. The students can refer to the word wall throughout the lesson.

Number Talk - Maths Talk
I have been using 'number talk' all the time as part of my warm in Maths. Number talk is so easy and I believe that it really helps my students to make connections as they see numbers.

It is hard for new entrants to make sense with this strategy but after a while they will get use to it and then they will start talking and making connections.

I am going to use this strategy again with my new target groups and I know that they will be able to make lots of connections after this four weeks lessons.

Indicators of progress
(What I’m looking for that shows I’m making a difference to student progress)

- More Student Talk
- Improve deeper thinking
- Increase using of Mathematical Language correctly
- Able to solve a Mathematical Problem using either count all or count on with materials
- Know numbers 1-20 and be able to make/form a set them correctly
- Attempt working collaboratively with a friend or the whole class
- Able to use ipad to record their work

Checkpoint
Weeks 1 - 4 (18th August)

## Evaluation:

Four of my target students are talking in Maths and using appropriate language to explain their thinking. Using of NUMBER TALK have increased student talk.

Using Number Talk enables students to think deep. All of my target students are beginning to think deep in different ways. Eg. With 10 frames - two students are able to make connections with subtractions. 8 dots can also be explained as 10 take away 2 … therefore NUMBER TALK needs to continue. I will continue to use number talk as warm up of my maths lesson.

Maths Wall is good - some students are looking at it for clues … because it is their own work it is easy for students to make connections. These students often refer to the Maths Word for assistant. I really like the fact that they are able to use resources in class.

Still need to work on these:
Working collaboratively with a friend or the whole class. We are working on this using Problem Solving Approach. They need to talk and explore the problem with a friend and find the best possible way of solving that problem.

Using ipad to record their work - needs to continue and I need to give more time for students to practise.

## Sunday, 28 May 2017

### Expected Level in Maths - Year 1&2

Knowing expected levels in Maths helps with planning. I believe that this is very important, every teacher should be familiar with the curriculum content before planning for students.

At the end of TERM 3, my targetted students are expected to work at stage 3 or above. Most of them are currently working at stage 1 with a few working at stage 2.

## Friday, 26 May 2017

### Problem Solving Approach - Increases student participation and engagement

Week 1-4
Goal: Students are not listening during Maths time. They talk but not Maths talk, they are talking about other things. I need to know how am I going to get them to listen and participated actively in group discussion.

Dated: 1 May 2017

Teaching & Learning  (Pedagogy & Ako)
How are you going to do it? What are the deliberate steps.
(Include DAT, resources, PLD readings, support etc.)

Professional discussions with colleagues

Observation notes (sometimes share with TA about what I have noticed)

Student work and sharing of understanding
(Gap analysis and back mapping - depends on SEA test and anecdotal notes)

Multiple opportunities:  ipad, Problem Solving Approach, Using of materials, Responsibility - managing behaviour, and build a sense of belonging (being inclusive)

Indicators of progress
(What I’m looking for that shows I’m making a difference to student progress)
- all students will participate in terms of talk
- minimal teacher talk and more student talk
- students to elaborate their sentences a bit more
- confident in recording their work on ipads

- confidently use materials to help them explain their thinking

Problem Solving Approach

5 Parts to a Collaborative Problem Solving Lesson

Launch the Problem

Independent Thinking

Pair Share

Group Discussion

Link the knowledge to the strategy used

5 Practises

Anticipating likely student responses to challenging mathematical tasks

Monitoring students’ actual responses to the tasks while students work on the tasks in pairs or small groups

Selecting particular students to present their mathematical work during the whole-class discussion

Sequencing the student responses that will be displayed in a specific order

Connecting different students’ responses and connecting

the responses to key mathematical ideas

I have been using this approach for a while and I quiet like it. Problem Solving Approach always go together with Mixed Ability Groupings. It is really hard to establish such approach but I reckon that this is really helpful especially trying to increase student talk and student understanding numbers.

Problems:
- My students year level, they needed to know basic Maths knowledge
- It took a while for the little students to get used to the process
- Creating Rich problem that encourages talking / sharing
- Finding a student who has the courage to talk or share at the beginning
- setting classroom norm that helps managing behaviours

Benefits:
- positive attitudes
- cooperative skills

- interesting and enjoyable.
- student talk increases
- student helping each other in their own language
- no need to teach Maths knowledge separately
- students learn through talking
- less misbehaving
- students see meaning in numbers
- students are able to make connections between numbers and real life
- teachers plan collaboratively once a week - share ideas and create problems together
- increases teachers' knowledge about Maths content & curriculum

Problem Solving Approach helps students engagement especially with Pasifika students.

## Monday, 22 May 2017

### Listen Up and Word Walls

Goal: I will use TESSOL strategies such as Listen Up and Word Wall to support my students’ language development and deeper reasoning. This will enable everyone to participate in discussion and write a full sentence independently.

Date: 22 May 2017

Teaching & Learning  (Pedagogy & Ako)
How are you going to do it? What are the deliberate steps.
(Include DAT, resources, PLD readings, support etc.)
Professional discussions with colleagues
Observation notes
Student work and sharing of understanding

Multiple opportunities: Approaches to teaching writing (Listen Up and Word Wall)

Indicators of progress
(What I’m looking for that shows I’m making a difference to student progress)
• all students will elaborate their sentences more
• all students will write more than one sentences
• students will write their own sentences using known words correctly and record unknown words using letters with confidence.

Checkpoint

Weeks 4 - 6

Increase in quality of student talk - some can elaborate more and use some topic words correctly. Still I have two who are a bit reluctant to do so without prompting.
All students have attempted to write their own sentence down. Still need work around this. Need to do a lot of 4, 3, 2 so they know their story well before writing it down.

I use Listen Up activity to increase my students words knowledge. Attending to one or few words while listening to a book enables my students to focus and to learn new words.

What I did on this video is an example of how I used 'Listen Up' in my classroom. I wrote words I needed my students to learn on a piece of paper and gave it to them to mark how many times they hear each word from the story I read.

One of the things that I have learned from doing 'listen up' activity is that not to give too many words for students. For my students, I gave 4 or 5 at first and then I have noticed that it was too much. At the moment we are only doing like one or two words a day.

All students can record more than one letter for unknown words. Sight words are recorded correctly. This is really good because I can see that they have confidence to take risks in writing new words.

Continue 4, 3, 2 & cut up sentences & vanishing cloze - holding a sentence in their head for a while will always be a goal. They need to remember their story very well before they record it down. Ipads help sometimes but yet I have not tried. Next focus will be using of ipads.

I am very pleased with how much words on our walls have influenced my students ability to write. Words on our walls give students confidence and courage in writing stories. I have seen students walking around looking for topic words from the walls. For students to get up and look for words from the wall, for me is really big at this age group. I am very pleased with it.