Thursday, 16 November 2017
Monday, 23 October 2017
I have heard students who think that Maths is hard. These students are either students who speak English as their second language (ESOL), or students who are not in favour of reading.
I hope that this video would help teachers to encourage their learners not to think like that. Maths language sometimes is the one that discourages learners from believing that they can do Maths. ESOL learners are more likely to be the ones fall into this category so what can we, as teachers do?
I listened to this video and have shared some ideas with teachers at my school. Maths Wall, using of TALK MOVES, Number Talk, Picture Books and using of Problem Solving Approach are practices we use currently to tackle this problem.
Do you have children who think like this?
What about you?
What about your school?
What are you doing?
Monday, 16 October 2017
Did I give my learners enough time to think, to explore and to think deeper before sharing their ideas with the rest of the class?
I was teaching Maths in one class (older students) one day last term, and after the lesson before the end of the day, a student from that class came up to me and said, 'Ms, you did not give me enough time to think and explain my thinking'. I was a bit surprised because I thought the lesson went well and that everyone participated. This student made me think about the impact of 'wait time' on students' learning.
Therefore for the first three weeks of this term (Term 4), I will increase my 'waiting time' in Mathematics to support and help increase students' confidence, deeper thinking and independence.
In the above video the teacher says only one word and the children lead the conversation right through to the end. The teacher waits and gives these young learners plenty of time to explore and express their own ideas.
Monday, 25 September 2017
Looking through some notes from previous Maths PLG - I read notes about Picture Books in Maths and because some of my target students are still struggling to talk and use correct mathematical language, I think picture books sound good to try out next Term.
Why do we use Picture Books in Maths?
I have discussed this idea with teachers and we agreed to use picture books more often in Term 4.
At the end, I want my learners to:
- learn more Maths vocabs and use them confidently in their talk.
- experience a variety of Maths situations throug listening to the stories
- increase their love towards Maths - Maths is fun
Monday, 28 August 2017
Few students including 3 students from my target group have difficulty with being an active listener. They are very easily distracted and they usually fidgeted. I am going to give them roles - hopefully to keep them busy and engaged during learning time.
Indicators of progress
Follow instructions quickly
Taking turn - wait for their turn and listen to what others are saying
Increase attention span
Rangimarie and House cards work but sometimes it can be distracting
Working in pairs seem to work better - not too many
One problem per day is enough
Friday, 25 August 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.