Tuesday, 21 April 2015
Boys and Reading
http://www.edutopia.org/discussion/boys-and-reading?utm_content=community&utm_campaign=boys-and-reading&utm_source=facebook&utm_medium=socialflow&utm_term=link
Friday, 17 April 2015
MY LATEST REFLECTION 17/04/15 - MATHS SYMPOSIUM
MY LATEST REFLECTION
17/04/15 - NOTES FROM KEYNOTES AND WORKSHOPS
2015 Maths Symposium
Primary maths evidence based practice (book)
Keynote 1: Developing mathematical thinking:ensuring maths is not a lofty mountain (robin averill)
High expectations and support for students is the key.we want students to have confidence, to know they have the tools to do something
Set up tasks where we can talk about mathematics e.g. Chance/data
Set up tasks where we can talk about mathematics e.g. Chance/data
Need maths activities that are engaging, involve talking about mathematics, involve thinking
Problem solving tasks from kids books Perger 2010
In the next 3 seconds by Roland Morgan e.g. What can happen in 3 seconds? The book is full of time intervals
In the next 3 seconds by Roland Morgan e.g. What can happen in 3 seconds? The book is full of time intervals
What opportunities exist for mathematical thinking? For statistical thinking? For discussion?
Solo taxonomy good for thinking about different levels of mathematical thinking
Solo taxonomy good for thinking about different levels of mathematical thinking
Book: the investigations book
Number trap(see photo)
Explore conjectures when they are raised with students - these involve rich mathematical thinking and discussions and provide opportunities to
Number trap(see photo)
Explore conjectures when they are raised with students - these involve rich mathematical thinking and discussions and provide opportunities to
Types of talk: (Thomas, neyland books)
All talk -> off task talk
Task related talk -> social talk
Cognitive talk -> abstract talk
Action talk
All talk -> off task talk
Task related talk -> social talk
Cognitive talk -> abstract talk
Action talk
Avoidance of schoolwork - often caused by not having choice or control
What students receive is often decided by the tasks we choose to give them. See maths tasks photos. Don't dumb down tasks. Leave challenge in the task but leave supports in place rather than dumbing down task (see teacher effect slide). Let them struggle a bit
Challenging tasks slide
See Themes slide for summary
Show all the ways you could evidence comprehension
Workshop #1 Developing student agency through growth mindset
Learner agency-them having a voice, students driving their own learning, being motivated, take steps to achieve goals, making goals, having success, thinking about their thinking, knowing where they are going, persist through difficulties, making informed choices,
Learner agency-them having a voice, students driving their own learning, being motivated, take steps to achieve goals, making goals, having success, thinking about their thinking, knowing where they are going, persist through difficulties, making informed choices,
Our job is to get them out of demotivation through pathways that will get them to student agency. We need to be clear with the pathways
Russell street school - agency
to do: Set up knowledge/strategy honeycombs. Kids choose a goal to work on and use teacher r tools to develop this
to do: Set up knowledge/strategy honeycombs. Kids choose a goal to work on and use teacher r tools to develop this
Pathways:
Create your own station/task
Sharing learning
Offer choices
Students choosing when they are ready for their learning to be checked e.g. Strategies, basic facts (identifying readiness for assessment)
Making learning tools for other students
Create your own station/task
Sharing learning
Offer choices
Students choosing when they are ready for their learning to be checked e.g. Strategies, basic facts (identifying readiness for assessment)
Making learning tools for other students
Readings-Jo bowler
"Ask: who is driving the learning"
Article - Learners in the Driving Seat
Use textbooks
Mindsets:
Carol dweck - YouTube. Her research question was "what makes motivated kids tick".
40% demonstrate growth mindset, 40% demonstrate fixed, 20% demonstrate mixed profile
Carol dweck - YouTube. Her research question was "what makes motivated kids tick".
40% demonstrate growth mindset, 40% demonstrate fixed, 20% demonstrate mixed profile
Show maths in real life!!!!!!!!
Need to show kids how the brain works...the brain is a muscle, not a bucket
We Briceno - we should not try to change behaviours , we should try and change beliefs. Beliefs control behaviour
Four key beliefs -see photo of slide
Four key beliefs -see photo of slide
How do we go about changing beliefs?
Questions
Feedback - needs to be process feedback
Norms
Grouping
Task selection
value Mistakes
Open tasks
Address beliefs
Talk about the brain
Discuss with kids - learn about the brain and how to grow it
Talk more about struggles and strategies to overcome them. E.g. Einstein
Get students to articulate what they can say to themselves as learners
Questions
Feedback - needs to be process feedback
Norms
Grouping
Task selection
value Mistakes
Open tasks
Address beliefs
Talk about the brain
Discuss with kids - learn about the brain and how to grow it
Talk more about struggles and strategies to overcome them. E.g. Einstein
Get students to articulate what they can say to themselves as learners
Start googling the brain and how it works with learning
Mindset works website - video clips and slides about the brain
Video on bridge strands - easier once you add more strands
Wit - Do reflections on wit after each session
Analogy is a really powerful learning tool
co-Construct strategies to self manage
Things that promote a fixed mindset - ability grouping, sharing achievement info, adding time limits to tasks
Zone of confusion
Workshop#2 - spatial reasoning
Sr is imaging and twisting things in our mind, Mentally manipulate, rotate, twist, or invert a stimulus object
Children need the experience of imaging and fiddling stuff
Improvements in spatial reasoning leads to improvements in number skill
Sr is imaging and twisting things in our mind, Mentally manipulate, rotate, twist, or invert a stimulus object
Children need the experience of imaging and fiddling stuff
Improvements in spatial reasoning leads to improvements in number skill
Paper folding
Give square paper - how many sided shapes can you make. Visualise first
Repeat with triangles
Repeat with rectangles
Give square paper - how many sided shapes can you make. Visualise first
Repeat with triangles
Repeat with rectangles
Pose open questions where you don't know the answer. Sometimes things that have very little prep are the richest tasks
Let students pose conjectures. Get other students to test them (record them on the board). Make them say why they think that
Ask "what are you finding out?"
We want them to be using spatial reasoning and manipulating shapes and visualising and using the language
Use words like "it probably wouldn't work with a 6 sided shape..." They will be motivated to find out
Sonobe Units - Google.
Number lines e.g. Ask where 45 is. (Use spatial reasoning across mathematics).
Measuring- you are measuring the space
Spatial reasoning occurs all over mathematics. Doing it adds worth to other maths areas. Vocab rich
Hexaflexagon
Nz maths- search spatial, spatial reasoning, spatial awareness
Nrich-search spatial
Nrich-search spatial
From 2d shapes to 3d
Major points to consider:
- high expectations for all learners. I need to ensure that I have high expectations for struggling learners in maths as well as those lacking in key competencies. Too often we dumb things down for these students but this is exactly what they don't need.
- i need to make sure I am setting up mathematical tasks that are engaging, student based, promote deep mathematical thinking and mathematical talking - use books, nz maths, nrich, rich questions
- set up and allow time for students to explore conjectures as they come up
- student choice and control over learning tasks is important. This is what motivates students
- What students receive is often decided by the tasks we choose to give them. See maths tasks photos. Don't dumb down tasks. Leave challenge in the task but leave supports in place rather than dumbing down task (see teacher effect slide). Let them struggle a bit
- Learner agency-them having a voice, students driving their own learning, being motivated, take steps to achieve goals, making goals, having success, thinking about their thinking, knowing where they are going, persist through difficulties, making informed choices, How do I promote learner agency in the classroom? How do I ensure that they are beginning to take control of their own learning?
- Briceno - we should not try to change behaviours , we should try and change beliefs. Beliefs control behaviour.
- How do we go about changing beliefs?
Questions
Feedback - needs to be process feedback
Norms
Grouping
Task selection
value Mistakes
Open tasks
Address beliefs
Talk about the brain
Discuss with kids - learn about the brain and how to grow it
Talk more about struggles and strategies to overcome them. E.g. Einstein
Get students to articulate what they can say to themselves as learners - A reminder of mindsets
To action:
- Begin to explore how the brain works with my students - making them aware of how they learn will enhance their own learning but also allow them to understand mindsets and that intelligence is not fixed
- Focus on giving process feedback
- Co-construct strategies and ideas to self-manage
- Consider and make changes that allow for student agency
Personal goals this relates to:
Notes from PD: 2015 Maths Symposium - April School Holidays,
Inquiry: Enhancing maths learning
Notes from PD: 2015 Maths Symposium - April School Holidays,
Inquiry: Enhancing maths learning
Criteria this relates to:
4 - Demonstrate commitment to on-going professional learning and development of personal professional practice.,
6 - Conceptualise, plan and implement an appropriate learning programme.,
7 - Promote a collaborative, inclusive and supportive learning environment.,
8 - Demonstrate in practice their knowledge and understanding of how akonga learn,
12 - Use critical inquiry and problem-solving effectively in their professional practice,
5 - Ako - Taking responsibility for their own learning and that of Māori learners.,
1 - Key Competencies - Managing Self,
3 - Key Competencies - Thinking
4 - Demonstrate commitment to on-going professional learning and development of personal professional practice.,
6 - Conceptualise, plan and implement an appropriate learning programme.,
7 - Promote a collaborative, inclusive and supportive learning environment.,
8 - Demonstrate in practice their knowledge and understanding of how akonga learn,
12 - Use critical inquiry and problem-solving effectively in their professional practice,
5 - Ako - Taking responsibility for their own learning and that of Māori learners.,
1 - Key Competencies - Managing Self,
3 - Key Competencies - Thinking
Wednesday, 15 April 2015
Tuesday, 14 April 2015
Growth Mindset - Being a Facilitator
Being a Growth Mindset Facilitator
with one comment
I was asked recently why I have a strong interest and innate understanding of the growth mindset. I believe it comes from a background of being an adventure educator, and even though it was not labeled as such, the adventure educator embraces a growth mindset when working with participants. The underlying tenet ofadventure education is “You are capable of so much more than you can even imagine. I believe in you and your capabilities; and I will set up the conditions for you to develop and amplify that same belief in yourself.”
https://usergeneratededucation.wordpress.com/2015/04/12/being-a-growth-mindset-facilitator/
TAI - Enhancing Maths Learning
This is a good reminder about Personalising Learning, a Google Presentation from ULEARN 2014. It will be useful to reread as part of my TAI into Maths practices.
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