Bruce Moody Observation of Me

On Thursday Bruce observed me teach a maths group this lesson using some of what he has taught us. I wanted to use money as the 10 because it is easier to count in set 10's. I had done a lot of work around place value with this group so wanted to see if they could add and subtract using their place value knowledge in 10's. 

https://nzmaths.co.nz/resource/adding-tens

Resources: Mini whiteboards and pens, notes and coins, md book and pens.
On your whiteboards:
How much is the 2 worth in 24? The 4?   
How much is the 1 worth in 10?
1. if I had saved $24 to spend at my favourite shop Kmart and my Mum gave me $10 more to spend, how much do I spend at Kmart?
Show me 24 using the money (10’s and 1 materials)
Show me 10 using the money
How much do I spend?
So because 2 + 1 = 3, then 2 tens + 1 ten is 3 tens so 24+ 10 must by $34
2. If I found $20 on the floor at Kmart and then I found another $34, how much money did I find? 
Show me 20 using the money (10’s and 1 materials)
Show me 34 using the money
How much do I spend?
40+27=, 21+50= , 340 + 20=
3. I have some money in my pocket. I lose $40 and now I have just $10. How much was in my pocket to start with?
4. I had $52 and I lost $20 on the ground, how much do I have left to spend?

Bruce's notes: 

The lesson went well. A few pointers Bruce suggested was not to use the word "Count" when I should say "Tell me how many". I also missed a step when moving from changing a single 10. I missed changing multiple 10's like 52+20 and went straight to a 2 step problem 52+24.   He also suggested I do NOT spread the money out in front of the students, instead keep them in a stack with only the top note visible (they have to imagine the rest rather than tempting them to count it).

Inquiry Learning At Pukete

A slideshow presented to us at Staff Meeting to make sure we are covering what is required when teaching our topic inquiries.

I found this document I will use to explore inquiry headings further with my students:

Pukete Inquiry Skills

Inquiry provides the opportunity for students to explore authentic contexts which are relevant to them and their lives. These contexts, and the explicit application of a guided inquiry process, give opportunities in which to teach and develop the Key Competencies which are embedded through all stages and across all levels.

TRUMP Key Competencies- Capabilities for living and lifelong learning

Thinking, , Using Language, Relating to others, Symbols and Texts, Managing Self,  Participating and Contributing.

WONDER What I think I know... Organising thinking and questions N-What do I Need to know Define my ideas Engage and explore Review-what do I now need to know?	ACQUIRE Action Plan Can I find information? Questions to explore Understandings I have gained Investigate Refine, research, review Evaluate	INSPIRE I now think... Next questions Share Participate in action Inform with results Reflect Evaluate-where to next?
Immersing, exploring, defining Determine meaningful and authentic contexts for student inquiry Determine and share initial understanding and knowledge Stimulate curiosity	Planning Setting the stage for successful research process Mapping out the inquiry process and timeline Finding, Using, Recording Finding, evaluating , sorting and synthesising  information relevant to the task Making conclusions/ finding patterns Drawing conclusions Working ethically and responsibly with information	Presenting, Sharing, Taking action Expressing new understandings Present information effectively Display results of the inquiry relevant to the audience Taking part in meaningful action Evaluating Reflect on both the process and the learning Apply to new contexts: where to next?

Writing Moderation

On Tuesday Wk 6 T3 teams moderated our marked Hiwi the Kiwi writing samples. 

They were moderated against the Pukete School Writing progressions.

We brought to the team meeting the following:

• A copy of the Pukete School Writing progressions (in the expectations folder)
• Samples of concern (samples that you are not sure of: where they fit) for each class
• 2 samples from well below, below, at and above, and well above (if any) for each class

At the meeting:

We discussed the samples of concern and decided on the best fit. We justified and compared our samples from well below, below etc

From each team, we got one example of a piece of writing from each year level from well below, below, at, above, and well above if there are any. (8-10 samples)

This was a valuable process and I realised that I had been marking my students writing much harder than needed. It showed me how well the majority are doing.

Here is our class blog entry for Room 2 at the Hiwi The Kiwi Show