Friday, 15 September 2017

Picture Book - Increase Student Talk and Participation in Maths

Looking through some notes from previous Maths PLG - I read notes about Picture Books in Maths. Why do we use Picture Books in Maths?

Picture Book
Why use picture books in a maths class?
  • context
  • language
  • thinking of different way
  • visual representation - be careful
  • motivating
  • provide cross-curricular links
  • builds maths language and vocabulary
  • help dispel the myth that math is dull, unimaginative, inaccessible
  • spark children’s maths imaginations in ways that textbooks and workbooks often don’t
  • help students who love to read - but think math isn’t their thing
  • students whose first love is math will learn to look at books in a new way
  • build on teachers’ strength in teaching maths

One is a snail, ten is a Crab” by April Pulley Sayre
  • What could be vocabs to teach from this book
  • What could be some follow up activities from the book promoting the maths concepts?
  • What mathematical concepts introduced through this book?

I am going to find out books that we could use in class with the children to help them increase their knowledge around Mathematical Langauge. At the end of this term, I will write a reflection on how picture books impact mathematical language used by my students.



Friday, 1 September 2017

Problem Solving Approach

TERM 3: WEEK 7-10

Using Problem Solving approach with new target students - new students 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

- Afte warm up - split the class into two groups - mixed ability groupings - stages 0&1 as one group AND stages 2&3 as the other group.

2. FRONTLOADING - direct teach them with the strategy that I need them to use. Eg, model how to count all objects (from two sets) to solve a problem.

3. 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. We act out the problem if the problem is a bit too hard to understand - otherwise modelled with MATERIALS or with students.

4. Independent thinking - Give students some time (on their own) to think about the problem and the strategy that they want to use to solve the problem.

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

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

7. Making Connections - Students and teacher connects all the ideas shared by students.

I can't wait to see how ideas above have impact on my students'; learning and using of mathematical language; attitude towards learning Maths; and understanding of strategies used to solve given Maths problems.

Friday, 25 August 2017

Presentation at the Manaiakalani Hui 2017


It was a pleasure to be part of the Manaiakalani Hui for 2017. We were given an opportunity to show and talk to teachers about our focusing inquiry for the year as part of our role as COL teachers.

I had lots of people visited and talked to me about my Maths focusing Inquiry. I was able to share my thoughts and ideas with them. We shared some of the common problems that we see in class and also some of the possible solutions for some identified issue in Maths especially for junior classes.
Common concerns on the day was, 'how are we going to increase student talk,  and to use academic language?' I was impressed with the fact that teachers are concerning about this issue and trying to address it in similar ways with what I have suggested. 

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.)
Knowing the learner - hyperlink

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
  5. ADD ON - PROMPTING




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


When learning a new number in class, I do not give them the number by itself, I use that number in a problem. I believe that I do not have to spend 15 minutes on learning about number 5, for example, just because my children do not know number 5. 


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

Frontloading, Maths Wall, Number Talk - Teaching Hypothesise

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.)
Knowing the learner - LINK
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

Frontloading  -
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.
video


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.
video  video

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.