Before the session I had to consider the following..
Because they were all PRT's...
1. Would they have differing levels of prior knowledge re the mathematical curriculum levels and numeracy stages?
2. Would they have knowledge of the current level they were teaching? Was that a level that they had covered in practicum sessions?
3. As two of the PRT's were graduates from a 1 year training programme what practical experience had they had in teaching mathematics to students? Would they need some help with organising groups and suitable activities?
4. Had they yet seen the New Zealand Maths website and were they familiar with how to access information and support from it, like the PD sessions and the video clips explaining how to use the numeracy equipment at differing levels?
5. What information would they use to base their long term mathematical planning on?
6. Did they know how to access previous mathematical data obtained for their students from the school management system? ( Professional Knowledge)
We discussed expectations of the National Curriculum and I reviewed the characteristics and expected outcomes of each numeracy stage. ( RTC5, Professional Knowledge)
-Matt appeared to have good knowledge of the curriculum levels and the numeracy stages and was able to identify key components of the stages he will be working in.
-Sarah had good knowledge of the stage 5 level from her previous years work, however identifying the expectations for NE was new learning for her. She will need to be careful not to rush her students learning and to ensure that their knowledge is really solidified using a variety of materials.
- Kate has a tricky level where some children will be advanced counters, but some will also progress into early stage 5. We spent some time considering the difference between a solid stage 5 and an early stage 5 level. It was great that Sarah was able to share her knowledge of this stage 5 area in the discussions as it also boosted her confidence as she realised that she had a clear understanding of this level from her previous years teaching.
After that we spent some time investigating the NZ Maths website where I showed them the planning sheets, the video professional development tutorials to support their knowledge of the curriculum and the section which showed them how to use the same materials at different numeracy stages. (RTC7)
All of the PRT's seemed impressed with this area of the website and vowed to revisit this PD support in their own time.
Following that I presented each PRT teacher with a folder of key information- that I had previously prepared for all classroom teachers at Central School, to support their mathematics teaching. (Support for and co-operation with colleagues)
We discussed the difference between strategies ( how they learn) and knowledge ( what they needed to have instant recall of) and reviewed expected assessments for each teachers class. (Professional knowledge)
We also discussed how to set up a long term plan based on previous data to highlight key weaknesses and strengths of the current learning group. (RTC 7)
NEXT STEPS:
1. Each PRT are going to prepare their own long term plan after analysing the data based on the needs of the learning group. ( I will need to follow up on this and support them as need be).
2. Each PRT will need to have an opportunity to view how to complete a JAM or GLOSS test, and then complete their own and then have theirs moderated by either their tutor teacher or myself.
3. We should have another session with an emphasis on teacher talk moves to promote mathematical discussion within their class lessons.
The teachers found the sessions to be very worthwhile- see the email sent from Sarah (Support for and co-operation with Colleagues)
No comments:
Post a Comment