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

  1. WAIT
  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

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.