These are my notes for the first PD session:
- Why: our work with Manaiakalani has seen an improvement in writing, but there is a need for maths PD to accelerate our students
- What is DMIC - a pedagogy for mathematics teaching and learning
- For students, it is just mathematics, no labels.
- Reflect:
- What do I think are the reasons some of our students do not achieve in mathematics?
- relevance in their lives and experience
- prior knowledge
- messaging from home/ reports
- What things do you do to help them?
- assessment
- lessons based on gaps identified in PAT
- finding student interests and align lessons with current inquiry learning
- Maori Yr 8 achieving @ Lv 4 is 27%, Pasifika students at Yr 8 achieving @ Lv 4 is 24%
- How confident do you feel about meeting their needs?
- Reasonably confident, I certainly get them thinking.
- I am aware that many still have key gaps
- Does our practice get in the way of our students? Deficit theorising of our students
- Put culture at the centre
- Why does it matter?
- The socio-political and economic impact affects students negatively
- This leads to increased underachievement and inequity in our maths classrooms
- Recognise that culture and mathematics are intertwined
- Cultures of Maori, Pasifika are strengths
- De-silence race in maths which occurs through colour blindness and whiteness
- Attend to racial ascription: e.g. groups that see themselves as other
- Look at the status we put on certain students in our class
- What is DMIC?
- Connected, rich mathematical thinking and reasoning
- Proficient use of mathematical practices
- Inquiry learning within mathematics
- Social grouping and group worthing problematic activity
- High expectations and inclusion
- Culturally sustaining teaching and learning
- Co-construction teaching, co-constructing learning
- Role of mentors
- Co-construction effective pedagogy and improved learning outcomes
- "Pause"
- Reflectively examine, explore, and adapt practices
- Designed to open up the teacher's potential growth in both mathematical and culturally responsive pedagogical practices
- Setting up the classroom: Senior
- The class split into halves - each half is seen on alternate days
- Strength-based social grouping
- Groups of four, one pen and one book
- One challenging task (if any student can solve it on their own it is not challenging)
- Encourage recording and multiple representations
- What modelling and behaviour expectations are needed prior to learning?
- One Lesson: Seniors
- 10 min warm-up
- 10 min group norms/ launch
- What is happening in the story? What is it you have to find out?
- 15 min small group activity
- 15 min Large group discussion
- 10 min Making connections to the big idea
- Planning
- Big Idea
- AO
- Task
- Possible solutions
- Possible misconceptions
- Connect/ generalising
- Mathematical Practices
- These are the things that successful mathematical learners and users do.
- Making a claim
- Developing a mathematical explanation
- Justifying thinking
- Construction viable arguments
- Generalising
- Representing thinking
- Launch
- Focus on the context
- Ask what is happening in this story? ask others to add or repeat and revoice thinking.
- Ask so what is it asking us to find out? avoid operation talk
- Task example: Leitoria is making ule lole for prize giving. Every ule lole has 29 lollies in it, and she needs 15 of them. How many lollies will she need?
