PLD - Maths Symposium

-

Click on image to Personal Notes from PLD 

Provider/Presenter:

Workshop 1 - Sue Pine Inquiry Based Mathematics: It’s just effective pedagogy!

Workshop 2 - Lucie Cheeseman Mathematical Discovery - exploring visual mathematics and the art of “Make and Create”

If I was to summarise the key things I took away from this Professional Development what would they be and why?

The need to think about the DATs in my teaching of maths and how I can use this to further support the learning of my students. By being deliberate I am maximising this window of learning for my students.

The need to 'make and create' for mathematical learning, that it's not just about Using Materials to support their learning of concepts. Students should be given opportunities to make choices of which materials and also to physically or digitally make and create a visual representation of mathematical concepts.

The importance and need for low floor, high ceiling type of number problems, problems that encourage and foster the korero between students. These problems aren't closed and are based around a number strategy, rather the big mathematical ideas.

The connection between Inquiry Based Maths and Learning Progressions Framework for Maths >>> that it's the big idea driving the teaching of mathematical concepts rather than the strategy.

Our brains think about math VISUALLY - that we need to be providing students with hands on opportunities to not only use materials but to use materials to make and create mathematical concepts.

How has this professional development challenged my thinking?
- How effective is my Maths programme? Content knowledge is not an issue, I feel, but rather the ways in which I am teaching math concepts/supporting the exploration of math concepts.
- Thinking about my own practice and teaching in maths, how often am I hindering the opportunities for STUDENT TO STUDENT talk? How much of the korero in my class student to teacher to student? - Too much probably.
- Do I, as teacher, have mathematical patience for my learners to see and solve a math concept in multiple ways? - Probably not.
- How do I provide opportunities for my learners to make connections to mathematical discovery? - Not a lot.

What aspects of my practice would I consider changing as a result of this professional development and why?

As a result of this PLD, I want to spend time unpacking the connection between the LPF and Inquiry Based Maths Approach. I have been given a contact to another school who are currently using both LPF/PACT Tool and this inquiry based maths approach and will seek to touch base, hopefully visit and observe what this looks like both in the classroom but behind the scenes with planning as well.

I will KEEP using materials, however I'll be more deliberate with these and provide a range of purposeful materials for students to use to MAKE AND CREATE to support their learning of a mathematical concept.
I will STOP using closed word problems with my learners and think/find low floor, high ceiling number problems that allow students to explore the problem (having more than one possible answer). Limiting my learners to 1 answer problems is detrimental to the exploration of mathematical concepts.
I will START thinking about the student korero in my class, ensuring that I'm not the driver of conversation, rather the students are talking about concepts with each other. This will need to be taught and using Term 4/End of year-itis is not an excuse to not start - so we will be working on this in Room 9, even though it is nearing the end of year.

Comments

Post a Comment

Popular posts from this blog

What's the challenge? What's my challenge?

-
Image
Every document that is available and related to Pasifika and Maori learning is focused on Teacher Practice. This is the heart of the matter. Until teachers change their attitudes and practice student learning will stagnate. My focus is on teacher practice looking at Cultural Responsiveness.  Do teachers know their students' cultures? Where they were born? Language spoken at home? Who they live with?  What their students’ home responsibilities are? Is there evidence of each child’s culture in the classrooms? Beyond that - do teachers know their students’ stories? And what to do with that gold? Without this crucial information and a change in attitudes and practice, our tamariki will struggle to make connections, stay connected and be confident, all of which are outcomes of student learning.  Bishop et al (2014) expresses that new cultures or ethnicities require teachers to engage quickly and positively with learners from any culture and background so that their learners can progress
Read more

TAPASA

-
Image
  I think quite often we get a bit scared to dive into these documents that we have sitting in our schools. It's often pushed to the side as other things have importance but seriously, this document needs to be used and time is given to unpack it. In the current times, it may not seem like a priority, but if you have Pasifika learners and families and are struggling to engage with them - pick up this document and get cracking.  Each time I spend time on this I learn something new, have another 'AH HA' moment.  A year ago I attended a  Tapasa Workshop  through Senior Teacher. Together with a colleague we unpacked each turu and identified what we've done in our school that fell into that compentency.  If you're not sure where to start - this is a good place to. Take each turu, one by one and unpack. Identify what you do in your school that is evidence of this. The great thing with this document is that it identifies what it looks like at different phases of your teach
Read more

Welcome to ... Keeping up with Mrs Faalili 2022

-
Image
kuw - 'Keeping Up With' - just like the Kardashians, but this time not the Kardashians, but me,  Poto Faalili.  So, with that said, welcome to ... KEEPING UP WITH MRS FAALILI Welcome to 2022! It is most likely going to be another year of uncertainties, working from home for a bit but nonetheless, a year full of learning, reflecting, failing, growing, and supporting each other. 
Read more