Maths Leadership Meeting Term 2

Workshop/Course: Professional Learning MATHS LEADERSHIP Meeting	Date: 18/8/15
Key learnings WHAT’S ON TOP Children forgetting tables - maybe allocate a short sharp bit every day One school uses a knowledge sheet 1/2 each day for 2 days then revisit and redo a new one on the third day. They also take this skills sheet home as homework- her children have move d 1 strategy stage over the term. Suggested Skoolbo . Pre test/ post test should these be used to check prior knowledge.   How much weighting do you give to problem solving when making OTJ’s along with strategy and knowledge. Sometimes a problem can be a sorting task for grouping.
ALiM Year Two————Supporting More Students John Carr/ Pat Swanson Each teacher in the Year 3- 6 had an in class ALiM group (of 3- 4 children) and one walking T had a withdrawl ALiM group ( 9 children) Met during school assembly times to discuss the programme. All 8 teachers were released to observe  a GLOSS TEST for Moderation- then discussed whether they should be in class or withdrawl.  Withdrawl group 45 mins  x 4 days afternoons 1x friday before lunch do parents could come and observe intervention Letters went out to whānau of  in class group- meeting set up after school to explain programmes goals Also letters to withdrawal group Focus on Basic facts and Place value In class group was first 15 mins straight after lunch. Children were first ones there, enthusiastic, used games/ dice/ children then took home and practiced activity with parents- notebooks signed daily to ensure practice was happening.  Parents were really engaged as well. difficult ones were called trickies for times table/ other bag was called nailed it. Resources to support Learning 1.Inclusive Education Resource part of TKI 2. NZ maths  new additions in FAQs for families  Level 3 Rich learning activities E ako maths a probability and statistics pathway has been added Take this - covers a range but watch this  3. youcubed  Jo Boaler Mathematics mindsets - might need to register but it is free Grade 3 is year4 4. Carol Dweck  the power of yet- Sesame Street - research into growth mindsets and fixed mindsets- if you think you have a fixed mindset “I will never improve”. well done you worked hard- or well done you worked hard you must be clever. Praise the hard work done not the child. Praise the effort not the result.
NB Good idea. with Left handed children in a speed tests get them to start from the bottom up so they can scan and not have the problem covered Less Stress Assessment Moving from this to this The healthy Practice Pyramid Classroom Assessment Information Sources Lester Flockdon 2009 find table When assessing start with the end in mind- Dylan Wiliam *Why are you assessing? What are you trying to find out? *Who are you assessing *When are you assessing *What are you assessing *What do you know before you assess Formative rather than summative   PDF from Raewyn Effective answering  who gets to answer the question? How do you decide Are there equitable ways to get responses like think pair share, ice cream sticks with names etc Make a statement and ask for responses *Provide  a range of answers and discuss which ones are correct and how did you know?   e.g. 2x12            4x6   30-6  6x3    48/2 What is equals?   lIsten to the conversation to see what their deeper understanding is.     e.g 7+3= 11-4     2+3=5      A misconception about equals is one of the biggest barriers to algebraic thinking. Alternative to questions Provide a range of solution strategies and discuss their merits
Effective listening      Evaluative listening did they understand ?                                                                                                    Interpretive listening what can I learn about my students thinking? Be less helpful- Dan Meyer   a good way to focus in and allow wait time . Question shells that can support learning why is…?     ( Why is a square also a rectangle?) *compare and contrast…..      ( why is 17 a prime but not 15?) *what if…..       ( what if we added 3 more to each side?) Thinking about mistakes- discuss where did I go wrong? Concept cartoons to discuss peoples thinking Open ended tasks- Open ended maths activities- Peter Sullivan e.g. Design some boxes that can hold 36 chocolates Each chocolate is a small cube? What if it was a double layer? JAM is no longer Pre level 0ne - now called early level 1 Fractions Workshops Shirleen  Wednesdays 3.30- 5.00  19th Sep/  Waitara East Thursdays  20th Aug  Tuesday 3rd November  Oakura 1.30- 4.00