Tuesday, 9 May 2017

2017 Inquiry: Broadening Extension Maths Learners

How do you effectively broaden the understanding of an extension maths student, particularly number knowledge and the application of this, in a way that is engaging and effective.


In 2017 for my inquiry I have selected the following Manaiakalani Community of Learning achievement challenge:
#4. Increase the achievement of Years 1-10 learners, with a focus on Years 7-10,  in reading, writing and maths, as measured against National Standards and agreed targets.


The teaching as inquiry framework I will be using in 2017 has been specifically co-constructed for Manaiakalani schools using our familiar Learn Create Share structure.
The elements in this framework share close similarities with other models New Zealand teachers use.




I will be labelling my posts as I update my inquiry throughout the year to make the content easy to access.

Label Key:
LEvidence
Learn - Gather Evidence
CPlan
Create - Make a plan
SPublish
Share - Publish
LScan
Learn - Scan
CTry
Create - Try new things
SCoteach
Share - Co-teach
LTrend
Learn - Identify Trends
CInnovate
Create - Innovate
SModel
Share - Model
LHypothesise
Learn - Hypothesise
CImplement
Create - Implement
SGuide
Share - Guide
LResearch
Learn - Research
CReflect
Create - Reflect
SFback
Share - Feedback
LReflect
Learn - Reflect


SReflect
Share - Reflect

Monday, 20 March 2017

Maths PD with Jo Knox



This year Pt England are under going professional development with Jo Know from the university of Auckland. In this session Jo went over some of the basics, to remind us of how simple and yet complex teaching maths can be!

Some take outs for me were:

  • Knowledge and strategy are equally important. It can be very easy to get into just teaching strategy, or just number. However, without the correct context either of these on their own aren't doing enough for our children.
  • A reminder of what kids do when completing tasks at all of the different levels. This is hugely important to keep at the forefront of your mind when teaching and testing children in maths!
  • Risk taking. If teachers aren't taking risks then children can't either!
Really looking forward to continuing the learning journey with Jo! 

Thursday, 16 February 2017

Teaching as Inquiry - Focus for 2017

Photo Attribution
In 2017 Pt England school’s inquiry focus is Mathematics.  This is in response to the analysis of our own teacher gathered data as well as official data from the Woolf Fisher Research Centre.

My inquiry is going to consist of two different paths. The first of these is helping, supporting and mentoring others to lead their own inquiries as the head of ‘Teaching as Inquiry’ for 2017. This is a huge challenge to undertake, which I am really looking forward to.

The second path is the leading of my own inquiry. Maths for me is something that I really enjoy teaching, so I’m excited about having the opportunity to inquiry into the following idea: How do you effectively broaden the understanding of an extension student while still giving them enough challenge and speed in delivery to keep them engaged?

Whenever I have had to opportunity to teach extension maths children I have always found it hard to keep them excited and engaged. They are mostly looking for the next big challenge…”Teach me something I don’t know yet...Come on hurry up!” When I have done what they have asked, in the name of keeping them engaged, or because of time pressures, I have found that we have moved too fast. Yes they are able to complete most tasks using multiple strategies which are well advanced for their age and stage but they don’t truly have the full understanding or mathematical knowledge of someone at late stage 7, early 8 should have. So this is my challenge!

Keep checking back here as I hope to share some new findings, tips and loads of evidence of better gains in knowledge acquisition and understanding! :)