Open Maths Task

Week 8 Open Maths tasks-Pro loading for geomentry starting week 9

Play Learning Obversation

On Friday 19 June -  Kea Class  Played outside with the loose parts

Working together, planning, solving problems and co-operating, taking turns

Lots of talk and negotiating as they constructed the potion mixer place

Te Reo Development

Staff Te Reo Development 
After School 19 June

This was facilitated by Tineke and Holly.
We started off with thinking about Maori Tikanga and how we would like to do things at school keeping in mind the Tikanga traditionally associated with children taking on adult roles.

We read and discussed a reading about Tikanga and children doing the Karanga. Although it was one persons opinion it included perspectives of several different Maori woman. The key point was different Maori woman and different Marae and in different contexts mean some things are acceptable and some would be seen as an insult. It is important to understand the significance of the protocols and the mana associated with them. Also there is often a spiritual element and in some cases a connection to the dead. It is not your right to take on these roles as usually you need to be asked. (Respected) It is also important to have a sound understanding of Te Reo as often there is no set words you need to be able to respond appropriately to the other speaker - caller.

Lots of good discussion and thinking to get us started
Karanga - A call from the heart 19 June 2018
http://ngaitahu.iwi.nz/our_stories/karanga-a-call-from-the-heart/

Tineke then introduced us to our new Te Reo learning.
Hoki Toki - Waiata a good one for juniors to learn location words along with E Rere Taku poi
We were given many helpful ideas and resources

Location - Link to Resources
https://docs.google.com/presentation/d/1hK4SF1GeTXUKEwoH2C79Dl-K8A9561YcRYuMEfbp8xo/edit#slide=id.g3872c5e28d_0_146


Where to next for me
Consolidate the current Te Reo that I have already introduced.
Set up more practice sessions where the children can practice in small groups and with a buddy as this  is engage all of them in having a try.
Introduce the location words in Term Three when I have made the resources

How to Accelerate - The Key Components for effective acceleration

https://drive.google.com/drive/u/0/search?q=Learning%20in%20the%20fast%20lane
Taken from Suzy Pepper Rollings

The Six essential components of acceleration

Step 1 - Generate thinking, purpose, relevance and curiosity

• Thought provoking
• Hands on
• Involve the big idea
• Answer the question - "What does this have to do with me?"  (develops motivation)
• With Maths it is when you develop a concrete representation of the concept

How-

Read a picture book about - fractions

Sort angles by similarities and differences

Step 2 - Clearly articulate learning goal/expectations

Link it to what has just been done e.g "What we just explored was....

In 20 minutes you will be able to ........

Explicit learning goal in childs language -very important

Children need to see the logical progression of learning that leads to a goal

Goal walls e.g. like basic facts ladders is good but need to make the links - show connections how each step builds on the other, this will help students to see purpose and also improves long term memory and retrial

Step 3 - Scaffold & Practise of Essential Prerequisite Skills

• Pause the acceleration and teach just what the students need to know to master the concept
• Ask .."Students could master this if they just knew....?"
• Start teaching the essential knowledge
• Develop a scaffold e.g. if students need x tables develop a chart of just the ones they do not know and remove them as they learn them
• Scaffold to enable students to access the rigor of the concept (without becoming frustrated0
• AIM of scaffolding in context is to enable students to use the skills in a new context 

Step 4 - Introduce new Vocabulary and Revise Vocabulary

Develop Vocabulary charts with pictures and meaning of the word

Term        Information(meaning)    Picture

To see a chart

N.B. Multiple representations are necessary. Students need about 6 exposures to a word to develop understanding.

Use playful, multi sensory vocabulary building experiences is most effective 

Step 5 - Dip into the new concept

• Students go a bit deeper into the concept
• Hands on activity, could be working with  buddy and solving a problem on a white board,
• They get to do things that the class have not yet done (This is not repeated with whole class)
• Promotes self efficacy and confidence for when concept is introduced in class

Step 6: Conduct Formative Assessment Frequently

Acceleration lends itself beautifully to ongoing, transparent formative assessment that yields timely, detailed feedback from teachers and peers. Having students hold up their answers on individual whiteboards fits perfectly, as do strategies like sorts and problem solving on sticky notes.

Essentially, anything that will help teachers continually "see" what students know provides valuable information on where students are and where they need to go.

Instructional adjustments in acceleration are immediate and ongoing based on student data.

Students targeted for acceleration have an urgent need for real success right now. For that to occur, teachers must use primarily "soft" formative assessment to provide descriptive feedback.

INTERESTING -
The above are all featured in BESS and are an integral part of effective mathematics teaching within the New Zealand Curriculum.

What Now For My Maths Programme?

• Look at working on steps 2,3, and 4 with all of my maths teaching
• Look at how to make the progressions and the connections between concepts clear to students
• Think through my teaching sequence to ensure I am building on prior knowledge ?
• Cyclic nature - needs to be married up with pyramid of acceleration and logical connections

Accelerating Learning

Accelerating Learning


In out team meeting Monday 18 June - we read and discussed - "Learning in the fast lane," by Suzy Pepper Rollins, Chapter 1
 https://docs.google.com/document/d/15PsE-KQS_5Q0UEe49WMcVoy6ubdLb6kK07xh6w0AxIE/edit
Background Suzy is American and schooling in America Historically has been heavily streamed with an emphasis on Remediation. Acceleration in this reading is being taught to groups of students who have been identified as able to benefit from acceleration - They are taught by a teacher focused on acceleration. It is extra - Acceleration focuses on keeping the acceleration group a session or two ahead of their peers in the core class.

We discussed this reading in light of our current practise with a focus on target students in Math.

THERE IS A VERY HIGH CORRELATION BETWEEN PRIOR KNOWLEDGE AND ACHIEVEMENT

The key message is to Accelerate the students rather than trying to fill every knowledge gap a child has. This is remediation and historically a pattern has emerged where the gaps between the remediation classes and other classes widens every year.
Vocabulary development is critical

Remediation - Thinking that a student needs to go back and the teacher tries to fill in all the missing pieces. Focuses on mastering concepts of the past.

Acceleration
The key to acceleration is to ensure that the students have the key background knowledge to enable them to grasp the new information quickly and well. 
Introduce new vocabulary and revise previously taught critical vocab
Focuses on preparing students for success in the present e.g. this week what do my students need to know so they can grasp fractions quickly? The knowledge needed to master the learning (gaps from the past) are addressed in the context of future learning. Only the most pivotal knowledge needed is addressed. 

Teacher needs to id key prior knowledge and teach it so the students have something to connect the new learning to. The key skills are very thoughtfully selected and applied right away with the new content they are never taught in isolation.

Acceleration provides an opportunity of struggling students to make a fresh start each week and to learn with more successful peers.

Acceleration is focussed on a group of students
They are taught key vocab and knowledge before other students ar eintroduced to the concept.
Purpose is to ensure the scceleration group
Understands the real world relevance of concept
Has the critical vocabulary, can read and say these words
They have the new skills needed to master the concept
They understand the big picture of the learning - see the journey

	Acceleration	Remediation
Self-efficacy	Self-confidence and engagement increase. Academic progress is evident.	Students perceive they're in the "slow class," and self-confidence and engagement decrease. Backward movement leads to a sense of futility and lack of progress.
Basic skills	Skills are hand-picked just in time for new concepts. Students apply skills immediately.	Instruction attempts to reteach every missing skill. Skills are taught in isolation and not applied to current learning.
Prior knowledge	Key prior knowledge is provided ahead of time, enabling students to connect to new information.	Typically does not introduce prior knowledge that connects to new learning.
Relevance	Treats relevance as critical component to student motivation and memory.	Relevance is not seen as a priority.
Connection to core class	Instruction is connected to core class; ongoing collaboration is emphasized.	Instruction is typically isolated from core class.
Pacing and direction	Active, fast-paced, hands-on. Forward movement; goal is for students to learn on time with peers.	Passive, with focus on worksheets or basic software programs. Backward movement; goal is for students to "catch up" to peers.

My understandings of acceleration

It is focused on teaching a struggling student/s what is essential to enable them to be successful at their age appropriate curriculum level
Acceleration is carefully planned
Taught prior to introducing concepts to whole class
purposeful and gives students the big picture


What now for my Target Group

I need to put more thought into exactly what vocab, concepts, skills I need to teach them before introducing the concept to the class.

Think about how I could expand my target group to become an acceleration group.
Look at how I can shift my math teaching so I am planning further ahead? To enable prior teaching

SENCO - RTLB Liasion feedback and discussion

17 June 2018

Completed RTLB Liasion feedback and discussion form
Jodie emailed this form to me on 13 June. I worked on it on Wednesday night and shared with Jodie.
I met with Jodie on Friday 15 June to discuss the form and my feedback. I complete the narrative account for a child on Sunday 17 June - see the link to view the form.
https://docs.google.com/document/d/1YRsSabhrqeQ0HFVnugaOZbqZKWqLlqHivq4kgO_VUzk/edit

RTLB roles do not include undertaking individual kura/school-based work such as:

• teaching a particular subject or course
• being a remedial tutor
• taking responsibility for a special class or unit
• working as a teacher’s aide or reliever
• carrying out routine kura/ school duties • providing a counselling, social work or truancy service
• Testing/assessing students outside of casework.
• managing crisis/traumatic incidents

Completing this feedback form provided me with an opportunity to reflect on my role as SENCO to date. It also provided an opportunity to revisit the school special needs register and identify what was up to date and I was able to see where I had missed updating what has been put in place.

Interesting to note the form makes it very clear what the RTLB role is not. Pleasing to see that we are using the RTLB service well


Future actions - for me to update the register during week ten after parent interviews and to develop a tracking sheet that can be viewed at a glance to enable children to be tracked across years.

Matariki Museum Trip

Class trip to the Museum on 14 June to participate in Matariki Programme

Hau mai, haere mai! Join us for a celebration of Matariki. Learn about Maōri tikanga and try out some new Te Reo at MTG.
This was a 1.5-2 hour programme which focused on the Arts and social studies. It provided a range of experiences for the children

The children viewed carefully selected exhibits that were appropriate to Matariti
saw old poi and Taiaha and clips of children using poi over 100 years ago.

Back in the MTG class room  three members of the Ngati Kahungu Kapa Haka group introduced them selves and we got to hear their Pepeha and to see the Tikanga in operation outside of our school context
.
They then taught the children
about the seven starts and taught the names through a song
They used Maori games of Simon says to energize the children and a clapping game
Introduced poi and taught  E rere taku poi.
The children then worked in two groups to develop poi moves and then presented their group performance

This was a valuable experience which built on the children's prior knowledge of Matariki and extended their experiences of Maori Tikanga and Te Reo.

I learnt a lot myself and left the museum with more resources and ideas to use in the classroom to extend our Te Reo

Matariki - Whole School Celebration

MARARIKI     12-13 June 2018

Children throughout the school grouped in their houses and rotated through 6 activities over a two day period. Each day started with a Karakia and Waiata as a whole school in the hall.
The activities were selected and delegated by the management team.
Kowhai house was assigned Gardening
As a member of the Kowhai house I worked with Sophie and Sandra to organise two options one for Gardening weather and one for wet weather.
This proved to be very fortuitous as the weather was very wet on Tuesday 12 June and so we ran with our indoor programme of garden Art.

This involved the children choosing
Rock Art
Shell Mobiles
Creating a Garden Poster - with a clear message or Value
The values were focused on our school values of CARE

C - Community  - Maanaki

A - Aspiration - Tūmanakotanga

R - Respect  - Whakaute

E - Excellence - Panekiretanga

The children responded well to the options
There were all good about looking after and including their buddy in the process.
The children also enjoyed joining up with another buddy couple and working in a larger group.

Poster Made by one of the groups in Kowhai house

Explaining activity - Clear instructions on white board adapted as groups found problems with them.

Everyone engaged and focused - all children keen to ensure their buddy was involved and the activity enabled all children to participate and contribute

Engagement of all, lots of communication and co-operating all group members participating

 Shell Mobile Group - Working with a parent helper

 A group of children on the Garden treasure hunt Wednesday 13 June, Good to get the children outside as the weather had improved. The children were keen to explore the school environment, making discoveries and learning about our unique and special place. It was interesting to observe the groups and to discover what we as adults assume the children know. Lots of learning occurring and different group members becoming an expert as the children worked through the questions.