http://yoramharpaz.com/presentations/teaching-thinking-en.pdf
Oct 8, 2014
A Responsive Journey to Engage Learners in Year 5 & 6 Maths
Where did we start?
They place themselves on the continuum of where they think they are
Use Teaching as Inquiry Model to start
Analysed PAT, GLOSS IKANS to find gaps in the areas of learning.
Used the Maths curriculum
Used the maths numeracy Progressions
Fractions was deemed an area if need.
Teaching Inquiry
What will help our students?
Negotiated learning opt into workshops
Place themselves on the continuum if where they are
Reflective learning
Evaluating the process
Self assess their learning to move themselves to the next level ( up or down)
Learning both knowledge & Strategy
During workshops we could see wha the next steps were for students
Removed the language of by the end of stage .....that way to the end of year, this way they had better by in from students
What did we decide to do?
*We changed the word Stage to ...end of year
*Kept the same language written in the curriculum document
*Collated resources for each year level & compiled a resource book for each year level
*We put together a pre-test and a post-test using arbs.
Post test A & B so if they didn't pass the first they could re sit it in their own time when they thought they were ready
Created booklets for the workshops pulling together all the resources from their maths department to meet each of the learning intentions
E.g. Fractions: By the end of Year 4,5,6
Things to help in the classroom
*Charts were drawn up for workshop sessions so students can refer to them when they need to encourage collaborative learning
*Step by step process
Learning Inquiry
Self management skills
Time management
Use of Showme to demonstrate their understanding is a follow up
Implications for future teaching
Organisation
Explicit teaching
Continuum
Kids knowing the continuum/skills
End of year 4,5,6 skills were glued into books. Got these signed off in workshops
Did their own post test when they were ready not all at once,
What does it look like now?
Moved from end of year ...to levels now e.g. Level 1,2,3,4
Also display the numpa sheets up with examples. So that the vocabulary is understood with examples.
Developed an assessment folder to where they mark off and highlight where the kids are at.
20 workshops
10 workshops. 2 workshops per week. Redo week 4 week 8 . Teachers that did each workshop would highlight it if the child had met it. All up in one book.
The kids highlighted work to show evidence of how they met the learning intentions in their own workbooks. They also used must do's and Can do's are glued into their book
E.g.
2 workshops
2 follow up activities
Basic facts
Create a timestables chart
Tailored programmes for special needs children
Can do the same for writing....using Asttle.
What next?
Experts to take a workshop
Do a KEpWL with each student at the start
Putting the process up blank
Kids driving their own learning
erolinit@summerland.school.nz
desmal@summerland.school.nz
Some examples of their resources:
Key Note 3 - Dr Katie Novak
Click below for the collaborative Google doc
Throughout the past twelve years, Dr. Novak has received exemplary teaching evaluations at primary, secondary, college, and graduate levels. In 2013, she was selected by the Gates Foundation to attend the prestigious ECET2 (Elevating and Celebrating Excellence in Teachers and Teaching) conference and the National Teacher Voice convening; both celebrate the work of teacher leaders in the United States. She was also selected by the Teaching Channel to be featured in a series of videos highlighting teacher excellence. Her first book,UDL Now! was released in print and e-book editions in September 2013.
As a sought-after presenter, Dr. Novak inspires the teaching profession to embrace an innovative, standards-based practice through hands-on, engaging presentations. She is thrilled to come to New Zealand to share the universal message that UDL is best practice for every student in the world.
Something everyone might find interesting from Digi Lit
10 Top Tips to help with Digital Literacy:
1. To make meaning from Google -use search tools and change reading level
2. Image search -search by colour and also usage rights are important to filter
3. Be aware of other search tools other than google, junior children can have sites which help with the spelling 'quintura'
4. instaGrok -shows key notes, where you have been and creates quizzes
5. Google Doc search (tools in research)
6. anyquestions.co.nz or many answers.co.nz - working alongside a librarian from 9am to 3pm, will not give the answer will direct children to pages
7. Digital NZ -using all media
8. Epic -a TKI resource (good for research Inquiry's), needs a login best for older kids
9. Mix and Mash, a competition to reuse past stories for new students
10. Ask new questions, make it something that they have never heard before
Being An Effective Online Writer
Always wanted to be able to write a readable piece online? Or even one on paper? Here's how to keep your audience reading...
Chrissie Butler is a self professed story teller which leads to sharing her stories an interesting experience for her audience. As an audience member it is easy to listen to her in person but to turn these stories into readable pieces is another story (excuse the pun).
Due to readers taking 3 seconds to scan a piece of text before deciding if they are to read it or not, as a result you don't have long to capture your perspective audiences attention. It has been researched and proven that majority of readers use a 'F' style of skimming and scanning, this 'F' style (which may sound interesting) is just a process where the audience read the titles, headings and picture before they commit to reading the whole article or story
With this in mind, what is important to remember with writing (which can be said in many different aspects of learning and life) is we all come to conclusions differently, so therefore how I do things is not the default for how everyone does things or processes things. With this in mind when comparing two pieces of work which are the same, what do you like about either text? What would you be more likely to read? These questions are important for students to answer when they are thinking about 'publishing' their works.
With these new thinkings in mind, I will be helping my students to:
- Use a direct headline or title, it doesn't have to be clever or funny. It does have to be on track and on task so that people get a clear picture about what is to come in the story (no false advertising here).
- Topic or summary sentence, are important, they set the pitch of the writing and give the readers more information these should be one line and to the point.
- Image labels (or cations for the pictures) for those who can't see the pictures or don't relate pictures to text this will give them more in depth knowledge of the writing.
- Heading levels use heading levels when formatting your titles and sub headings.
- Hyperlinks should have what you are going to read in the links title or should give the reading some idea about where this link is going to take you.
Where can I find out more information?:
passonable.wordpress.com - Chrissie Butlers blog
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