MPI - Day 5: Algebraic Thinking

Today's focus was understanding Algebra. We looked at the following areas:

1. Early algebraic thinking
2. Symbols and Expressions
3. Number Properties
4. Equations, Patterns and Relationships
5. Variables and Linear relationships

Today's learning highlighted for me the importance of developing algebraic thinking in learners, guiding them from basic pattern recognition to more complex generalisations and equation solving.

This got me thinking about how important it is to use a scaffolded approach - where learners progress through stages and can deepen their understanding of patterns and relationships. This gradual progression is crucial in helping learners transition from concrete to abstract mathematical thinking, just like in other maths domains, but in my opinion it's even more important. This is because algebra can be so much more scary for learners who aren't used to the vocab or used to the notation of algebra.

Once again, the integration of real-life applications and visual aids are needed (even more so than basic number examples) to help enhance comprehension and making abstract ideas more tangible for learners.

I have also been reflecting during this afternoon on teaching variables to kids here at PES. It got me thinking on the struggle they may have with the shift from arithmetic to algebraic thinking, so patience and continuous reinforcement will be key here. Especially breaking down the idea that a variable is just a symbol that can represent different values and why we might need this or find it helpful.

We'll also need to encourage learners to explore and experiment with variables in different contexts, allowing them to see how this might be used in their real life. 

If I was teaching this to a group of kids for the first time again I would be making sure to regularly assess understanding through discussions and practical examples in order to see if I could break down misconceptions or confusion. 

Today was thought provoking, especially the last 2 sessions and I look forward to helping teachers to teach algebra with their learners!

2024 Professional Growth Cycle Goal

By the end of the year, I have effectively provided coaching and mentoring to team leaders in Year 5 and 6 and Years 7 and 8 so that team leaders feel confident:

• in their role
• to facilitate team meetings focussed on strategic goals
• to create long term integrated plans 
• in analysis of student achievement data
• to know if teachers are making a difference to student progress and achievement 
• to support teachers to reflect on their practice and improve practice 

My Leadership Capability Focus is: 

Building and sustaining collective leadership and professional community. 

My first steps to focus on are:

• ensuring that knowledge to improve learning is built and shared
• ensuring that problems impeding learning and wellbeing in the area are identified and resolved

As I reflect on the goals set for the remainder of the year, my focus remains on driving collective leadership and improving teacher practice across teams. My primary aim is to ensure that team leaders in Years 5-8 are confident in their roles, facilitating meetings centred on strategic goals, developing long-term integrated plans, and analysing student achievement data effectively. By the end of the year, I envision team leaders taking ownership of their teams, fostering a culture where teachers actively reflect on their practices and contribute to improving student outcomes.

An essential part of my leadership this year is fostering collaboration, encouraging collective responsibility for achieving our shared goals. Additionally, focusing on mental health/wellbeing and improving attendance will be key to addressing barriers to student learning.

As I continue to mentor and coach team leaders, I aim to develop their capacity to interpret data, lead discussions on student progress, and support their teams in making a tangible difference in student achievement. Moving forward, I will reflect on my own leadership practices to ensure that I provide the support needed for team leaders to accelerate student progress and maintain healthy, productive relationships within their teams.

MPI - Day 4: Number

Today's focus was on knowing and understanding our learners as Mathematicians. We looked at the following areas:

1. Maths Talks
2. Understanding Place Value
3. Fractions as a Number
4. Fractions as Operators
5. Decimals and Percentages
6. Integers - Positive and Negative Numbers

Here are some of my reflections from today:

1. "Use materials and manipulatives to help develop a conceptual understanding."

Teaching place value is essential to ensuring the mathematical success of our students at PES. The slide on the right served as a valuable reminder for me, particularly when mentoring fellow educators in mathematics, of the critical role that materials and manipulatives play in helping students grasp complex place value concepts.

2. I found it extremely beneficial to revisit some of the fundamental concepts involved in teaching fractions. One key takeaway for me is to remind teachers to not only approach problems from whole-to-part but also to ensure that students frequently engage with part-to-whole problems as well.

3. Teaching fractions and percentages in authentic learning contexts is important because it allows students to connect abstract mathematical concepts to real-world situations, making the learning experience more meaningful, relevant and most importantly, fun!

Today provided me with valuable reminders into the key elements of effective place value instruction!