Bruce Moody Maths PD

This week we have been lucky to have Bruce Moody in our school. Bruce is been teaching maths for many years and is very experienced. We had a staff meeting with Brue and these are my notes:

• Money problems (when more advanced in a problem) as beans and unifix are in 1's
• Condensation view eg 96 is a HUGE number to start as 96 ones but then working in 10's or $10 is only 9 groups of 10 and 6 ones.
• One problem phrased many ways 
• Spray and walk away (give the problem and let them work on it)
• Meaningful problems and materials 
• Giving space to solve problems with others 
• Transparency lense: maths equipment and glass window- use what works and doesn't get in the way like fine motor counters 
• Counters- too hard to pick up, too individual 
• Use unifix instead (4) or big objects like chairs with gaps, touch chair for 1-10 counting
• Talk to the person next to you rather than appealing to teacher 
• Finger patterns are really important - 1 more and face them to yourself rather than teacher.
• Blocks- 5 blocks, and 1 more ( numbers together in chunks then they are ready to learn number bonds , concrete materials.
• Mixed block colours
• Turn hands around to yourself to see 7 on fingers rather than turn away 
• Counting on only for 2 weeks, counting back not important. 
• Counting on-start at large numbers  
• Repeated and building over and over 5 and 2 is 7, 5+2 is 7 then as number story. 
• If they can do "10 and " they can count on
• Place value - year 2
• Basic facts to 10 is vital
• Money in money box ( $21) + 3$ ( margarine container out of sight and larger numbers so they can't go back to 1) then give more so they know when to stop. ( counting on) 

Yesterday Bruce took my higher maths group in a place value session- Jellybean Shop.  He used beans, film canisters, numeracy project money and a modelling book (kids names around the edges where they sat).

1. The students were first asked to guess how many beans they thought were in each container. They each had their own idea 4-9 )when he shook a cannister. 
2. He then asked them to count how many and they all came up with 10.
3. He then wrote a number in his book and they had to get them many beans and put them in front of themselves. If they did it quickly he paid them $1. 
4. The students all grabbed 24 beans in 1's (none took the containers of 10's) showing their thinking is still in ones.
5. He said no one could have money as they were too slow. Then he wrote a new number 36 and they had to get that many quickly. Bellah was the only one who grabbed 3 canisters and 6 beans (showing that she is thinking in 10's -Place value)
6. They repeated this process after Bruce made a big deal of Bellah getting them quickly and getting paid until slowly each child was getting the canisters and then the ones. 
7. Bruce said a next step would be to repeat this lesson again with them. He said then to have a variation of equipment so each child has something different to count and then lastly try with money. 

Bruce also suggested using the beads frame with a backing board on it to focus young children's eyes and then get them imaging and listening to the beads shifted. 

We have a teacher only day next term with Bruce also.

Embedding Oral Language Course

In Wk 7 I attended a professional learning workshop with Sheena Cameron and Louise Dempsey called Embedding Oral Language Across The Curriculum.

The workshop covered:
• Speaking and listening skills
• Planning for talk: establishing routines and expectations for student talk
• Vocabulary learning, research and ideas
• Practical ideas that promote student talk, including drama, and speaking and listening activities.

What I got from the course, my focus goals:

• Create a stronger Think, Pair, Share culture (teach good listening, what does it look like? Less hands up, )
• Think, pair, square, 
• Students talking in full sentences, elaborating on ideas
• Introduce Barrier games
• Hi 5 Switch when sharing with a buddy
• Try doughnut sharing 
• Would you rather ....OL and then writing

I have already tried a Barrier game which really got them thinking about their positional language and working with a partner. 

Staff Meeting 2.5.17- Facebook sharing, Maths Acceleration Readings, PB4L

So good to be back teaching after a few weeks to heal my injured back! Really happy children who are progressing nicely.

Hilary and I shared our Facebook Guidelines to the staff again as we are hoping it will go live Thursday this week.

PB4L- We were given our Minor and major behviours so we can monitor/keep track of daily in our school. Also a new way to keep this information has been designed and shared by our Pukete PB4L team.

Maths Readings- Accelerated learning (My Inquiry)

Scaffolding -https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber

Number Talks Build Numerical Reasoning-http://www.mathsolutions.com/documents/numbertalks_sparrish.pdf

Differentiating Instruction- Sousa and Tomlinson 2011

Summarising the articles:

LLI and Vulnerable Children Meetings

In week 7 I attended a day long LLI (Language and Learning intervention) meeting at MOE with Shirley Debeer (Speech Therapist) in relation to a student in my classes progress and goals.  Her parents also attended as well as Michele, her LA. We began with positives and negatives from her parents then we spent the morning going through what a day looks like in Room 2 at each step and this was noted down by Shirley. We then looked at strategies at each step to support this child in her growth.  It was a positive experience and I enjoyed working with another professional such as Shirley.

Also that week I attended a one on one meeting with a lady from Children's Action Plan about a student in my class and her well being. It was good to be informed about this student's background and to know about the support around them that is in place. 

Staff Meeting 7/02/2017

Classroom matrix designing with students. Look here for Pukete version.

http://www.pbisworld.com/
-Behaviours, what they look like and our strategies around these in our classrooms.

Teacher Only Week 24/25/26 Jan

• PB4L -Designing School Wide Matrix to use in Term one within our school and classrooms for consistency.
• Hats off to You -Staff rewards by Chantelle (Love this idea, and I took the photos)

• Role Playing Behaviours and possible strategies around PB4L Matrix (Teacher doing negative behaviour role playing).
• Planning explicit teaching around the 'Expected Behaviours' at Pukete like Bridgets Staged photo collages.
• Behavioural recording of all minor, major incidents (email as well for major).
• Incredible years refresher and link to PB4L *Key is relationships.

• Reading and reporting back 'Teaching Expected Behaviour', PB4L Section 5, as a group.

• PB4L Classroom strategies- Maximise structure (environment), routine and expectations in the first 2 weeks. 
• Create the routine expectations matrix WITH my class (add in me as a teacher).
• Active supervision- Move, scan, interact.
• Give students more opportunity to respond to stop the calling out and frustration (thumbs).
• Maths- Zoe as MIST.... Talking Maths- Prove it '"What's in your head?". Teach active listening, Talk moves, Supporting others, communicating ideas, growth mindset. Think about maths ability grouping rather problem solving teams. Thanking your brains for thinking.  'Accelerating Learning in Mathematics' reading. Number sense and place value are vitally important. When teaching Stats- do some probability. Worthwhile, contextual and fun maths tasks. 'Every student can become a successful learner of maths.' Effective Pedagogy In Mathematics

• First aid course- Intensive but good day, great team building also for our staff.