2017 PES Maths Inquiry

This year, the teachers at Pt. England will be receiving Maths focused Professional Development.  In addition to this PD, we will be conducting our own personal inquires into our own teaching practice of maths.

My 30 (Year 4) Maths students range in ability from NZ Curriculum Stages 1-early 5.  The majority of my students are working below or well below grade level expectation.  

I have decided to focus my inquiry on investigating which method(s) of rewindable learning will be most beneficial to achieving accelerated learning with my below and well-below students.  I will also be inquiring into the best ways to build student confidence and understanding of basic maths knowledge in an effort to have accelerated learning take place by the end the school year.  

Source Attribution

Things That Work-PD w/ R. Jesson

Today, as part of our back to school PD, our staff met with Dr. Rebecca Jesson from the Woolf Fisher Research Centre to discuss "Things that Work" according to our cluster and school wide data.

High Ticket Items for High Progress Teachers

1. Critical Thinking
2. Extending Reading/Writing (Mileage)
3. Extended Discussion

How can we continue to raise the ceiling for our fluent students and still provide advanced learning for our kids who are struggling?

We Need to Continue:

1. Focused reading instruction/guided reading
2. Extra mileage from reading literature and reading to inquire (wide)
3. Extra thinking through discussion about illustrations/inferences/perspectives/author’s craft (deep)
4. Scaffolding for independence in reading

Risks of Scaffolding:

1. Dependence:
1. Teacher attention (noticing)
2. Teacher correction (fixing)
2. Narrowed opportunities for Learning
1. Read aloud (so read less)
2. Receive more item knowledge instruction (read for meaning less)
3. Engage in tasks with less ‘holding power’ (read less) and off task more
4. Given less to read (read less)
5. Get interrupted more often, by more people, more quickly (read less)

Scaffolding both Wide and Deep:

1. Choosing content for thinking
2. Choosing texts for thinking
3. Ensuring balanced diet of texts to build thinking over time
4. Generating discussion for thinking

Critical Decision #1

Content choice-important, contestable, relevant

1. Reading and writing about something
2. Reading and writing to access the curriculum at level

Critical Decision #2

Text Choices

Critical Decision #3

Textual Diet:

Narrative dominates:

• Controlled Vocabulary
• Controlled Challenge
• Tight Learning Focus

Critical Decision #4

How to generate student discussion:

• We know children tend to guess what’s in your head
• Often say as little as possible to let you know they know what’s in your head
• Find ways to communicate that the purpose is to build on one another’s thinking