Maths Planning
-Zoe took us through the layout of the new maths planner and how we can use one problem for each maths group when working on their rotation with me. A problem could last over a week. I have attempted using this plan alongside my detailed weekly plan successfully, however, I can not see it working for my class as my only maths planning. I intend on using it for planning my problem-solving lessons specifically with an enabler and extender for ability coverage.
Number Talks (See Below)
"A five- to fifteen-minute classroom conversation around purposefully crafted computation problems that are solved mentally"
This is our main focus of our teacher inquiry and I am really excited about it (now I have the difference between Number Talks and Talk Moves sorted). I have been actually using Number Talk for the last two years after discovering some great videos (below) on the Teaching Channel Website (mainly in regards to Quick Images -10 Frames). I have seen huge benefits from just these simple 10-15 minute warmups (building number sense, flexibility and maths language) and love the new hand signals (we had made our own). I intend to do a Number Talk warm up for my appraisal lesson Week 5.
Purposes:
Provide students with opportunity to develop computational fluency (accuracy, efficiency, flexibility)in mathematics
Accuracy: The ability to produce an accurate answer.
Efficiency: The ability to choose an appropriate, expedient strategy for a specific computation problem.
Flexibility: The ability to use number relationships with ease in computation.
Encourage students to think more flexibly as they work with numbers and operations, increasing number sense
Develop student’s ability to communicate mathematically by requiring them to explain, reason, prove, and justify their thinking.
The Teacher’s Role
- Prepare a purposeful computation problem that supports mathematical goals in number and operations
- Present the problem or image
- Wait. Allow the students time to think
- Record all contributions
- Facilitate discussion leading to a consensus (usually) on the most efficient and accurate strategy.
The Student’s Role
- Think about the problem
- Share an answer and strategy
- Defend their thinking
Zoe Ogle &
Parrish, S. (2010). Number talks. California: Math Solutions Publications
Team Meeting
We moderated our EassTle writing samples from the Year 2's. Was a useful process of collaboration. It was my first time entering EassTle writing results online.
Natalie shared with us how to use our report writing comment banks. An amazing support when writing our reports and grateful for the time saver when I have to write 19 Achievement and 1 Progress reports this term.
CRT
I spent the entire day assessing my students in reading and maths (Running records and JAM). An important stage to capture formally for my students and I was thrilled to see how much they are retaining and learning.
Facebook
After a lot of research, planning and thought our School Facebook page went live on Monday to the public. We are so proud of what we have achieved and look forward to interacting with our school community in a more modern way.
Inquiry reflection questions:
Does my critical inquiry begin with an assessment of the needs of my ākonga and an evaluation of my capabilities to meet their needs?
My target students have been assessed with formal (JAM) and informal (Observations) assessment. I have identified their needs and will use my Lotus questions to improve their (and my classroom's) maths this year.
What impact does my own and my colleagues’ inquiries have on my teaching and outcomes for my ākonga?
The collaboration with our MIST teacher and the sharing of resources have supported my inquiry into Number Talks specifically. I am looking forward to observing a lesson being taught by our MIST teacher in the junior school.
Where can I source information to more fully understand effective processes of critical inquiry?
Readings, online videos, observations and teaching time.
What changes will I make to my planning, teaching and assessing from what I learn from my inquiry, from feedback in appraisal conversations and observations of my practice?
How do I ensure my appraisal, inquiry and reflections are a valuable and manageable part of my professional development?
What evidence do I seek that my teaching and professional relationships (see Criterion One) are advancing the achievement, learning and well-being of all my ākonga?
We looked at the data so far and then got into groups with a given behaviour scenario. We had to go through the behaviour plan above and write down how we would deal with the given behaviour. I was asked to share back to the staff. I look forward to using this resource in our school and especially like the referral form for timing out children. 
