Bruce Moody Teacher Only Day Notes

Friday 11 August 2017

8:30

Beginning dialogue around 3 areas;

• Effective Teaching (more effective)
• Content- add/sub - mult/div
• Observations (mild stress)
• Assessment (evolving, more effective but less work)

Anticipation or Participation (Martin Simon, Ron Tzur)

• Teacher is working with children and children are participating, seems as though they are capable. Later, the children do not use the skills. The children were participating but did not get to the point of being able to anticipate when the skill is needed without the teacher.
• We want independent anticipation; when the child can retrieve the skill when needed. We want them to function without us.
• “If we do this (to the equipment) what's going to happen next?” (without using the equipment). “If this happens, then what?”

http://Explicating the Role of Mathematical Tasks in Conceptual Learning: An Elaboration of the Hypothetical Learning Trajectory Simon & Tzur

Hands	fingers	Build up the table. Change context (to $5burgers). Again, again.
5 6 7 8	25 30 35 40

• As a school we must own the learning of the child.
• Counting is not addition

Models (Bruce’s Slide)

• Physical, pictorial, analogies, known facts or processes, algebraic.

Models should help students engage with the mathematics and not simply solve the problem in front of them.

• Transparency Does the model act like glass in a window (you see through it), or a curtain (draws your attention to it)

Concrete*Literal*Abstract   

• Symbols LAST, often irrelevant, not necessary to operate on numbers
• “Let’s pretending” children need be past being completely literal before being able to ‘do’ maths

Transparency (Bruce’s slide)

What maths are we modelling? Eg learning to add 10s

Consider these two scenarios

1. There are 23 students in the class. You have an extra 10 children joining the class today.
2. You have $23 in your purse. You get given an extra $10

Do different images of the 10 come to mind? Ten individuals or one ten?

Counting model or addition model?

Beware of clutter.  $347+$299 Only $1 is important.  Place value houses.

Question: Where do you come up with all the stories?!?!

Response: There is no book of available stories. What is the framework I am using? Think about what is more likely to work.

Principle: what is the maths you are teaching? What will help children to see it and use it (participation and anticipation)? What works well, why does it work, do more of it. And share it

Place Value. 42. Forty two. Forty is four tens. Forty two is four tens and two ones.
Vary equipment and models.

Break 10:15-10:45

							Which model is better to use?

$60 was ⅔  of the prize. How much was the prize?

Draw a model (it propels them to the answer)  

$30

$30

$30

⅗ of children came to school in a car today. That was 45 children. How many children

15

15

15

15

15

“X By numerator, divide by denominator” or “divide by numerator, x by denominator” but we never know which model to use. The model is correct but does not children do not connect to it.

Counting

“Counting is the enemy of mathematics”

Mathematics is: Manipulation interpretation and communication of quantity

The = sign allows us to simplify (the goal of mathematics)

Some disagreement about 25+43

Zoe does NOT think we should ‘pretend’ 20 is 2 and 40 is 4. The maths is 20 and 40 is 60, not 2+4 is 6.

Counting (on and back) is not necessary if basic facts to 10 are known.

Counting and skip counting are meant to be quick transitory phases.

Gelman and Galistel’s (1978) five Counting Principles are often referred to in the literature as being necessary skills for children to obtain when learning to count (Marmasse, N., Beletsas, A., & Marti, S., 2017; Young-Loveridge, 1999) These are:

·         Stable order where the correct number words are consistently said in the correct order

·         One-one where the counter says only one number word for each item counted and counts each item only once

·         Cardinality where the counter knows that the last number word used on the last item counted is the amount in the set

·         Abstraction where it is understood that the items in a set need not be identical to each other

·         Order irrelevance where the counter knows that the amount in the set will be the same irrelevant to what order the items are counted

Each of these skills are acquired over time, and often quite slowly.

       (zoe’s assignment)

Marmasse, Beletasas & Marti, 2017 Numerical Mechanisms and Children’s Concept of Numbers

Young-Loveridge,1999 The Acquisition Of Numeracy

Counting across the gap. (animals in the sea context - blocks on blue lid)

Bruce suggests teaching bonds instead of family of facts. Zoe believes the children need to see relations between quantities and facts. Actually, Zoe sees it as the same thing. ‘Family of facts is just recording the bond in a conventionally accepted method’

Bruce says repetition is different to rote learning. Basically, rote learning made ‘fun’.

Semantics

Lunch 12:15-1:00

Beads on a string. - measurement, percentages

Card games (claim)

Objective = fluency

Number strings

   8+7=15

 28+7=35

 58+7=65

What will happen?

 38+7=

Observations

The most important thing that happens in your classroom is not the teacher, it is the learning. The purpose of observation is to look at the learning.

-what is the learning? “What learning did you see today?”

-what is the process?

Not attacking the teacher. We just want to get to the purpose of the lesson.

“The students are here, we want them to be here, so I’m doing this

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. 

Kiwi Teams Foyer Display

Staff Meeting 30/5/17 Appraisal Lesson

Tonight we had a PB4L staff meeting. We were given our Pukete behaviour flow chart and a referral form for students that are timed out in another classroom.

 

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. 

I also had my appraisal observation today by Natalie. I planned and taught a maths session as part of my week's maths lessons here. We began with a quick skip count in 10's, then a number talk 'All about 10'. We then moved onto counting collections and the students did really well moving on from only counting 20 or so objects last time to having many more to count now. I also introduced a new sheet I made as the other one did not meet the student's needs. This meant they had to try and record their counting as they went. My next steps would be to begin teaching 'Groups of' or multiplication intro as some students are ready to do this. Some were also able to make the groups of 10's but not able to add them up so this is the next step for my triangles. I look forward to Natalie's feedback.

My assessment of the students counting collections today to help inform my OTJ's:

Staff Meeting/ Team Meeting 16/5/17 /CRT/ Facebook is Live

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. 

https://www.teachingchannel.org/videos/visualizing-number-combinations

https://www.teachingchannel.org/videos/kindergarten-counting-cardinality-lesson

https://www.teachingchannel.org/videos/student-silent-signals

https://www.teachingchannel.org/videos/second-grade-math-lesson

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?

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. 

Hats Off To Me!

Loving our new staff appreciation vouchers! Great relationship/team building. Here are a few of mine:

Staff Meetings

28.2.17

• Managing Minor behaviours- Read 'Responding to Minor problem behaviours' PB4L and as a group we summarised and role played using teacher signals/non-verbal clues when minor behaviours arise. 
• 
  
• Key info when responding to these behaviours: Calm and immediate, Consistent, Specific yet brief and quiet and private for the student.
• OTJ slideshow by Donna - 3 sources used Observations, Assessment Tools and learning conversations, Involves drawing on and applying the evidence gathered up to a particular point in time, Moderation is key and will be happening more often at team meetings.

21.2.17

• Consistency in planning schoolwide (new maths plan to discuss from Zoe)
• Counting collections NZ Maths and Video from Teaching Channel - Great way to teach number sense and my students really enjoyed this last year. Week 5 we will have some fun with counting collections in Room 2.
• Gavin's research 'Angry Boys' was shared and summarised.  Some key points that hit home for me:  

-There is always more going on in these children's lives than we know (iceberg)

-Their brains have not developed the same so function differently to stress and emotion

-Trauma and neglect affect the brain development (especially young) of children

-Building strong trusting relationships with these children is vital

-Predicting behaviours before they happen

-Structure and routine traps these children into compliance