Thursday, 17 August 2017

Pt. England COL Inquiry Presentation

This week, the PES COL teachers were asked to do a five minute presentation for the rest of our staff sharing how our Inquiries are going up to this point.  I found it so beneficial taking the time to go through where I am in my Inquiry now and the path that I have taken to come to this point with my class and in particular my focus group.

As I prepare my presentation for our upcoming Manaiakalani Hui next week, I am so thankful that I was able to share a portion of what will become part of that presentation ahead of time.  I compiled a video with a voice over recording of the presentation that I gave to include on my blog primarily for those who have asked to have a copy of certain parts for their own reference or further inquiry, but also as a great reminder of where I am at to this point.




Wednesday, 16 August 2017

Maths PD: Jo Knox

Today the teachers of Team 3 were given an opportunity to meet with Jo Knox and spend some time together going over some the areas of maths that we are seeing our students struggle with continuously.

First, Jo spent some time talking to us about strategies to use with our students to learn solidify place value understanding.

Create/See/Record:
ex: Going from 29 to 30 without saying 20/10…It is very important to use physical materials with students like packets of 10 (beans/sticks) and place value charts (houses). Jo said that by using discrete objects that have to be physically connected to make 10 students will gain a more concrete understanding. Jo also suggested using the 1000 book to could by 10s, or by 100s from any number. However, you must be sure to use the materials to reinforce the concept.

Develop Place Value Understanding
ex: writing 54 in words We need to be sure that we are providing multiple ways to use a number when we are doing this. For example, add 10, now subtract 20 and go up 5. Then, write the number in words, and the expanded form. However, when doing this, be sure to provide the students with a chart (or Google Draw/Slide) with the words on it. I was thinking that this is something we could easily have set up as a Slide/Drawing that is scaffolded into our daily routine until students grasp the concept. Once students are secure in this process, add it as a weekly assignment and then scaffold in a new version with different concepts on it to do as a group/class.

Using a Daily Maths Wall-Very similar to the "calendar wall" that is done in the year 1 classes by adopting this technique to use with students at their level to repetitively learn over and over the same concepts that need daily revisiting.

Jo then worked with a small group of our students to model some of the ideas she shared. It was during this time that the power of imagery became quickly apparent.  By having the students image after they got a concept with the materials, and then go back to the materials to check it reinforced student understanding.  When adding using double digits it is important to move to stick packets of 10 and do it with the sticks and then imaging again.


It was also very evident that providing the students with the time to describe what a number looks like was so powerful, and as always remembering that dialogic conversations in maths, as well as reading, are so valuable to increasing student understanding.



Tuesday, 1 August 2017

Student Selected Texts


Sometimes opening up the wonderful world of the Internet can be a scary thing to do when we are assigning texts for our students to read.  Many teachers often provide students with a list of online texts for them to "choose" from as their 'student selected text.'  I decided to try something new this term, and I had my students use an online bulletin board called Padlet to record the articles the choose to read.

As part of this particular assignment, the students were asked to choose an animal that migrates that they would like to know more about.   They were then shown the padlet (that was set up ahead of time) and asked to copy and paste the hyperlink to any website they used to locate the information needed to complete their assignment. 



By doing this, I was able to keep track of the articles that my students were using, and they were able to easily share with others in their group who were reading about a similar topic.  They really enjoyed knowing that they had the freedom to explore the internet for their own information to aid in completing the create task of their assignment.