Tuesday, March 17, 2020

Manaiakalani - Learn Create Share - Ako Term 1

Link to support site

Manaiakalani - LCS - Ako (learn) Term 1

  • What do TEACHERS do
  • AKO - Learn (Hanga- create, Tohatoha - share)
  • The NZ curriculum is set up for digital/ innovative learning
  • Recognise Effective Practice - Bad Teacher Clip
    • The five high leverage practices
      • Learning by reading from authentic texts
      • Learning by sharing ideas in discussion
      • Learning by thinking critically and developing strategies
      • Collaborating and making choices in learning, creating and sharing
  • Amplify Effective Practice
  • Turbocharge Effective Practice
    • Transform
    • Offer new experience
    • Offer new opportunities
    • Multi Texts - can this be a change for my Literature Circle Programme?

BIG TAKE-AWAY

In today's Manaiakalani LCS meeting, the MultiText Resource was shared with us.


I reviewed some of the resources teachers had made, in particular Kate McLachlan's work, and I started to wonder how this format could be adapted for the literacy circle programme.


Ideas

1) Create 5 to 6 lessons for term 2 around Growth (school theme for 2020) and social studies (school focus) - growing population, growing communities, growing families, growing cities/ countries

2) change the expectation that a literature circle is held every two weeks, not every week - there is extra work with the literacy programme added to the multi-text resource.

OR

Make the multi-text resource a more rounded Literacy recourse with a deliberate act of writing and literacy circle.

Monday, March 2, 2020

DMIC Session 2


Continued from last week
  • mathematical practices do we use?
    • Making a claim
  • Students learn these practices by having an opportunity to use them
    • To discuss, inquiry, argue and make sense
  • Values: What are your core values and beliefs:
    • empathy, honesty, everyone has a voice, fun, reliability, respect
  • How do these values play out in the classroom?
    • Establishing norms
    • Co-construction of norms
  • How might these values be different from the values of your students?
  • Pasifika Values:
    • Reciprocity
    • Spirituality
    • Leadership
    • Love
      • at home, Pasifika students are more physical than the classroom setting
    • Belonging
    • Family
    • Relationships
      • Building good relationships with students, and with each other
    • Inclusion
    • Service
    • Respect
      • Respect towards teachers, but this can make it hard to communicate
  • Social understanding taught through maths
  • The Communication and Participation Framework
    • Teacher actions for developing conceptual explanations
      • Modelling a mathematical explanation
      • Use the context of the problem, not just the numbers
      • Revoice and extend an explanation using the problem context
      • Expect mathematical reasons
    • A question to scaffold students to extend their explanations to include the problem context and what they did mathematically.
      • What do you mean by?
      • What did you do in that bit?
      • Can you show us what you mean by?
      • Could you draw a picture of what you are thinking?
    • Active Listening and Questioning for Sense-making
      • Discuss and role-play active listening
      • Use inclusive language: show us, we want to know, tell us
      • Structure the student's explanations and sense-making section by section
      • Emphasize the need for individual responsibility for sense-making and collective responsibility for each other. - A group solution "This is a group task, everyone needs to understand, ask them to tell what you would do."
    • Collaborative support and responsibility for the reasoning of all group members
      • Provide space in explanations for thinking and questioning
      • Establish use of one piece of paper and one pen
      • Establish the expectation that students agree on the construction of a solution strategy that all members can explain
      • During the launch ensure the problem is visible to all students
      • Small group: Provide individual think time, then discussion and sharing before recording
      • Explore ways for the students to support each other using a range of cultural models
  • Culturally Sustaining Pedagogy
    • Centre on culture - outside of school
  • Students Home Contexts for Problems
    • How can you build your own knowledge of the students' use of mathematics at home?
      • Conversations with students and parents, ask for photos of maths, "how do you celebrate?" - Your context will not apply to all students, but this promotes tolerance
    • What are some outside of school contexts?
      • Surf, surf club, rugby, gaming, youtube, camping and travel, skating, athletics, triathlon, tramping, cooking, role-playing, netball
  • An ethic of care
    • requires a culturally sustaining approach to teaching that enables all students to participate, contribute and learning within the classroom
    • Engaging in productive-struggle provides learning
    • Identify, recognise, respect, and value the mathematics of diverse cultural groups
    • Provide problems that challenge their students and allow students to struggle so that they develop their own mathematics identity
    • Avoid dependency on a teacher
  • Independent work
    • Make it purposeful
    • problems/ practical activities
    • make the practice related to previous maths focus (use problems from the previous day, week and last term: refer students to solved problems from the wall)
    • Adapt group tasks for individuals
    • Taskboard rotation
    • Developmental play
  • Talk moves - Teacher Talk Moves
    • Revoicing
      • Repeat what someone said, can you clarify?
    • Repeat
      • Students repeat in their own words if you don't hear you need to ask to say it again
      • Not behaviour management tool - they need to hear it again
    • Reasoning
      • Asking students to apply their own reasoning to someone else's reasoning
      • Do you agree or disagree?
      • An entry point to elicit student thinking
    • Adding on
      • prompting students for further participation
      • Would you like to add something more to this?
    • Waiting
      • Wait in silence
      • Take your time... we'll wait
      • Total silence, count to 10 in your head
      • It is ok for students to say I don't know
  • Warm-ups that encourage mathematical practices
    • Quick images
    • 2-second image
    • Turn and talk
    • What do you see now
    • Pick someone to tell you what they saw
    • True and false
    • Patterns
    • Number Talk Images site 
    • Odd one out
    • Creative maths prompts

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