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Central LT Cluster Meeting Workshop 2. Ma te tika o te toki Te tangere, me te tohu Te panaho, Ka pai te tere Te waka I nga momo Moana katoa By designing and shaping the keel of the waka to perfection, your canoe will overcome all obstacles. The Farmer's Sheep

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Central lt cluster meeting workshop 2
Central LT Cluster Meeting Workshop 2

Ma te tika o te toki

Te tangere, me te tohu

Te panaho,

Ka pai te tere

Te waka I nga momo

Moana katoa

By designing and shaping the keel

of the waka to perfection, your

canoe will overcome all obstacles.


The Farmer's Sheep

A farmer can see nine sheep if he looks out of any of his

four windows. His wife buys him a new sheep. Which

paddocks can he put the new sheep in so that he can still

see nine sheep from each of the four windows?

(Taken from www.nzmaths.co.nz)


Mathematics illustrations
Mathematics Illustrations:

  • Take time to read the task.

  • In your groups discuss what would be some typical responses to this task.

  • Place these responses against the different curriculum levels and standards.

  • What number knowledge and strategy is evident in each response?

  • When would this task take place?




What the research shows
What the research shows: concern’ in mathematics ? What do they look like?

  • The numeracy project has shown student achievement is improving, as is the quality of teaching and learning in mathematics in New Zealand schools. However there also continues to be a large tail of underachievement.


Accelerating learning in mathematics alim
Accelerating Learning in Mathematics (ALIM): concern’ in mathematics ? What do they look like?

  • In 2010 the Ministry of Education recruited 39 schools to take part in a pilot focusing on accelerating learning in mathematics (ALIM).

  • The pilot explored a range of interventions in mathematics to answer the question “What do we do with the children who are below the expected standard?”

  • The interventions focused around both effective teaching and targeted focused support for students.


Accelerating learning in mathematics alim1
Accelerating Learning in Mathematics (ALIM): concern’ in mathematics ? What do they look like?

  • The results showed achievement levels increased with the majority of students gaining at least one numeracy stage.

  • The emphasis on memory and mathematical language; the increased confidence and self-efficacy of students; and high attendance and engagement were features of schools with strong gains in achievement.


Levels of interventions
Levels of Interventions: concern’ in mathematics ? What do they look like?

Tier 1 - Quality Classroom Teaching and Learning of

Mathematics

All students have the right to a knowledgeable capable culturally

responsive teacher in an effectively functioning school.

Tier 2 - Accelerating Learning in Mathematics Exploratory

Study (ALiM)

For students with learning needs where a short term boost or

acceleration of learning will get them to the expected level.

Tier 3 – Specialist Mathematics Teacher Support

For students with learning needs that require longer term

support or specialist knowledge and expertise. There are two types of

specialist teachers, one with the teacher working in their own school and

the other a regionally based specialist.


Targeted learning groups
Targeted Learning Groups: concern’ in mathematics ? What do they look like?

  • The Targeted Learning Groups Project was an initiative implemented in five Otago and Southland schools in 2007.

  • The aim was to increase children’s knowledge of number and to assist with developing their number strategies.

  • This was based on the belief that to be numerate flexible thinkers, children need both knowledge about the structure of numbers and strategies to operate on numbers.

  • The focus was on numeral identification, counting forwards and backwards, place value and basic facts.

  • The programme was delivered in a similar way to the New Zealand Reading Recovery programme. Sessions for each student were consistent, attended each day and followed

    a common format.


Cosdbrrics
COSDBRRICS: concern’ in mathematics ? What do they look like?

  • Counting: backwards and forwards- start at 4 and count in 10s, count in odd numbers from 11-51 and back again.

  • Order numbers: children to take ten 3 or 4 digit numbers and order from smallest to largest

  • Say: (reading) numbers aloud

  • Dictation: 2, 3 and 4 digit numbers- children write numbers and words

  • Basic facts: practice doubles and halves


Cosdbrrics1
COSDBRRICS: concern’ in mathematics ? What do they look like?

  • Revision: near doubles strategy 10+10, 10+9, 10+11

  • Revision: known game of multiplication 2x

  • Introduce: a new game ( not everyday)

  • Check: children to check their own list

  • Set homework: count backwards and forwards in 3s from 9-42.


Spring into maths
Spring into Maths: concern’ in mathematics ? What do they look like?

  • For students requiring extra support in number.

  • Trained parents or teacher aides working with 2-3 children 3-4 times a week.

  • Focus is on developing knowledge whilst at the same time reinforcing strategy.

  • Could be used as a structure to supplement a classroom programme.

  • S Start Counting

  • P Patterns

  • R Reinforcing Strategy

  • I Identifying Numbers

  • N Number Facts

  • G Game


Spring into maths1
Spring into Maths: concern’ in mathematics ? What do they look like?

Spring is a resource that can be used to assist with the transition across several different stages.

  • Kit One: Moving students from Stage 2-3.

  • Kit Two: Moving students from Stage 3-4.

  • Kit Three: Moving students from Stage 4-5.

  • Kit Four: Consolidating students at Stage 5.


What are some of the issues and complexities around incorporating strand into number?


Ways of looking at integrating number and strand
Ways of looking at integrating Number and Strand: incorporating strand into number?

  • Incorporating a strand context into a number lesson.

  • Exploring a strand unit and making connections to the number understanding required to access the strand learning.

  • Using an integrated thematic approach to explore the number and strand learning possibilities within a unit of inquiry.


Incorporating a strand context into a number lesson
Incorporating a strand context into a number lesson. incorporating strand into number?

Have a look at one of the following lessons:

  • Adding in Parts (Book 5)

  • Number Strip (Book 5)

  • Fun with Fives (Book 6)

  • Cut and Paste (Book 6)

    What strand concept could be used as a context for exploring the number in the lesson? What prior knowledge and understanding would the children need?


Explore a strand unit and make connections to number
Explore a strand unit and make connections to number: incorporating strand into number?

  • Explore the task “Wild about Juice” from F.I.O, Statistics, Level 3 (revised edition)

    What number understanding is required to successfully access this task?


Using an integrated thematic approach to explore number and strand
Using an integrated thematic approach to explore number and strand.

Making a Sweet Treat for Mum

  • Inquiry Focus: Production of goods is a complex system of interconnected functions and roles.

  • Unit Focus: Technology

  • Rich Task: Create an appropriate package for a ‘sweet treat’ for mum for Mothers Day. Make a label for your package. It must have 2 of the following: reflection, rotation and translation.

    What number and strand concepts are being developed whilst carrying out this task?


Viewing a unit of inquiry through the lens of mathematics
Viewing a unit of inquiry through the lens of mathematics: strand.

Will mathematics inform this unit?

  • Do aspects of the theme or unit initially stand out as being mathematics related?

  • What mathematical knowledge, concepts and skills will the students need to engage successfully in the theme or unit of inquiry?

  • What prior knowledge, concepts and skills do the children currently have that can be utilised and built upon?

  • How will we know what they have learnt? Identify opportunities for assessment and evidence gathering.

  • Decide what mathematics concepts and skills can be learnt:

    • within the theme/unit of inquiry (learning through mathematics)

    • as subject-specific, prior to being used and applied in context.



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