MPI Day #1
The day started with a most beautiful karakia. I would love to use that in my hub.
Term One will look at Math is Core, Know Your Learners and Planning a Programme.
One of my goals is to meet with my mentor more regularly, as this was a struggle when I was doing the RPI and I think I could have got more out of having regular discussions. It would also mean that more staff in my kura would be learning about the content I shared.
Dorothy Burt Shares - Algebraic Thinking Kaupapa and Shared Pedagogy
In the first four years, the Learn Create Share focus was on Literacy. Later, it expanded and Mathematics was one of the first areas to be looked at, in order to see how digital technology could enhance learning.
The dismal data about our achievement in Mathematics shows that something is going wrong. The shift that is expected is to go from 22% to 80% by 2030.
The MPI aligns with the new curriculum.
Acceleration is more than one year's progress within a year. Teachers and students who are accelerating are working hard and this will need to continue if goals are going to be met. The focus isn't just for the minister, it's for the ākonga.
High leverage practices are the things we do to accelerate learning.
What characterises a Good Mathematician?
My thoughts: Good foundation and mathematical understanding.
Can articulate thinking.
Can recognise what mathematical processes are most efficient for problems.
A good mathematician will read the problem and then process it. The process will be at different speeds for different learners. I need to remember this and ensure that my ākonga have that mindset too.
They don't really enjoy problems that are easy to solve. They like the challenge. It doesn't need to be solved quickly. We need ākonga to think deeply. Good basic facts eases the cognitive load.
There is no such thing as smart people and not smart people.
Mistakes grow your brain.
It is not important to be fast in Math, it is important to think deeply.
Look at Youcubed
It's crucial that we provide opportunities for learners to solve problems in real-world contexts.
We need to be awesome role models and help students to become mathematicians.
The student profile questions and results are so interesting. I'm looking forward to do this with my class and will share it with my team, so we have some data across the hub. This will also give teachers some awesome student voice to help guide our practice. I am curious to see what our students think and feel.
New Zealand Curriculum Overview
This is what I'm interested in...intended to be supplementary supports. Once we have our curriculum set up in school, we use these resource alongside our programme.
This is news to me and I feel like it might be to my colleagues also. I'm interested in future conversations.
This is going to be interesting this year as we teach to the year level.
How to Grow Good Mathematicians
Each of the pillars support math acquisition and each pillar needs to be part of a cumulative model.
I can see how we can link Te Kura Tapa Whā in here.
If we don't plan, often the learning doesn't get done.
To get to know our learners as mathematicians we have the NZC, PATs, e-asTTle, formative assessment, learner survey and profile. We also have whānau to link in with.
Personal Reflection
I used to feel confident in Math teaching, however, these days, not so much.
For our next task, we had to highlight and reflect on our skill set. Green is for confidence and yellow means we need to develop further. I have a lot of yellow.
This is an area of focus for me. I need to broaden my kete of rich create tasks in Math. How can I use digital tools to help ākonga be creative.
Communication and Discussion in a Math Programme
Before we do anything, we need to develop ground rules for talk. A positive classroom culture is needed, so ākonga can take risks and make mistakes. Once these are established, we can expect productive conversations.
Mahi Kāika - Introduce Ground Rules for Talk. This will be good as we are doing this as part of our strategic plan and across the school.
Math Talks as Enablers and Extenders
Images - Everybody can respond to images. There is no risk to this task as ideas will vary and there will be lots of different math concepts in the responses. Present the image first and ask what do we see and what do we wonder?
This was generated through AI. (Be specific in what you ask for). Do the prep work prior to the lesson and delete whatever AI gives that isn't relevant.
I'm going to use this image when I introduce ground rules for talk. Present the image first without questions.
Our task, which was to find an image and write questions, was a cool activity. Here is mine:
Number is woven throughout the curriculum. Math is the foundation of other areas.
Have an explore of Tahurangi.
Investigative Research
In this section, we chose a reading to delve into. I went for one about mindsets and equitable education by Carol S. Dwerk. I didn't get very far into the reading, but I think I have already got some food for thought and something that I can bring into my classroom.
- Conduct the learner survey and share findings with ākonga. I'm going to use the data as a learning opportunity.
- Introduce Ground Rules For Talk and create a visual because I'm not feeling the one I used last year.
- Touch base with my mentor and send invites.
- Play around with the taskboard and get my part of our learning site ready.
