MPI - Day 7: Statistics and Probability

Today's focus was understanding Statistics and Probability. We looked at the following areas:

1. Data Talks
2. What is Statistics?
3. Statistical Investigations
4. Lies, Lies and Statistics - Statistical Literacy
5. Census at School
6. Take a Chance - Probability

Today's session has got me thinking about how I can make teaching statistics more engaging and meaningful for our learners. Today really highlighted the importance of understanding variability and using statistical enquiry to explore real-world problems—and I want my learners to feel that statistics isn't just about numbers, but about making sense of the world around them. One idea is to get the kids more involved in collecting and interpreting data that matters to them. Maybe they could do investigations on topics they care about, like tracking how much recycling we do at school or comparing their favourite sporting events. 

I also want to help them get comfortable with different types of data—categorical, numerical, multivariate, and time-series—in a hands-on way. I’m thinking about activities where they can sort and compare data from the class or observe changes over time, like in a science experiment. Making it practical and connected to their everyday lives could really make these concepts stick.

I really enjoyed the Lies, Lies, and Statistics session. It is so true that data can be misused to mislead the intended audience. As teachers we need to lead learners to develop a healthy skepticism when it comes to interpreting data. We talked about evaluating data, spotting errors, and understanding how different visualisations can sometimes be misleading—skills that I think are crucial for our learners, especially in today’s information-heavy world - especially when viewing this type (or any data for that matter) on social media!

I want to bring more opportunities for critical thinking into our statistics lessons. We could look at some real-life graphs and discuss whether they’re accurate or if they might be misleading. Questions like, "What is the graphic trying to show?" and "Is there anything about the graph that could mislead someone?" could be great prompts for group discussions. Or even have the kids create misleading data and see if their friends can pick it?

I'm looking forward to diving deeply into Stats in the next few weeks!

Literature Review: Strengthen Collaborative Leadership

As part of my performance review with Kerry Mitchell, we have been discussing the part of my goal that pertains to helping our middle leaders (team leaders) to be more successful in their role. Part of this has been to read a professional reading called, "Middle Leadership Review and Doc Analysis - Queensland".

The review highlights the critical role middle leaders play in bridging the gap between classroom teaching and whole-school leadership, as well as their unique position in improving teaching and learning practices. Reflecting on the insights from the Middle Leadership Review, I recognise that there are FOUR key areas of growth I would like to focus on. Here are the leadership changes I will consider based on the findings:

Strengthen Collaborative Leadership

The review emphasises the importance of middle leaders leading collaboratively and influencing across various levels in the school structure. As a senior leader, I need to foster a culture where middle leaders feel empowered to lead initiatives and collaborate with both their peers and us as SMT. This could involve creating more opportunities for middle leaders to take ownership of key projects, facilitating regular cross-team collaboration, and encouraging shared decision-making.

Focus on Professional Development in Leadership Skills

The research shows that middle leaders require a combination of management and leadership skills, many of which are learned on the job. I would like to prioritise providing targeted professional development that not only focuses on pedagogical improvement but also on leadership and management skills. This could include training on data-driven decision-making, team management, and handling school-wide initiatives. Encouraging middle leaders to engage in reflective practices and leadership courses that align with their specific roles could also be beneficial...now to find some options!

Create Structures for Data-Driven Improvement

Middle leaders play a pivotal role in using data to inform pedagogical practices. I will continue to enable middle leaders have access to the necessary data as easily as possible, which I think I have been doing well for a while now. However, in our meetings I need to facilitate regular data discussions and create a culture where data is used consistently to drive teaching improvements. This should then have a flow on effect to help student outcomes and enable middle leaders to lead with greater impact.

Foster Innovation and Improvement

Middle leaders are well-positioned to lead innovation and change within schools. My leadership approach needs to encourage a forward-thinking mindset by providing the freedom and resources for middle leaders to experiment with new teaching methods, technologies, and programs. Supporting a culture of continuous improvement will inspire middle leaders to drive positive change within their teams.

Effective middle leadership is dependant on strong support from senior leadership. As an associate principal, my role is to provide the necessary scaffolding, mentorship, and professional development to ensure middle leaders thrive. By refining my leadership approach in these areas, I hope to help middle leaders become more successful in their leadership and in turn create greater impact in the life of our school and the impact that we can have on learner outcomes.

MPI - Day 7: Geometric Thinking

Today's focus was understanding Number through Measurement. We looked at the following areas:

1. Quick Images (Subitising)
2. What is Geometry?
3. 2D Shapes and Angles
4. 3D Shapes
5. Transformation and Symmetry
6. Pathways: Position and Orientation

Today was a great hands on session. I was reminded just how fun geometry can be, especially with all of the online tools that are available. If I was teaching this subject now I would be diving deep into the interactive activities. Getting learners involved by measuring angles and identifying shapes is a great way to make learning more engaging. It helps them not just understand the theory but also apply it, which ties in nicely with the curriculum's emphasis on building thinking and problem-solving skills. I also like how these tools give learners the chance to work independently, which is perfect for catering to different learning speeds and styles. Plus, they offer variety, so I could see myself using them to mix things up in lessons. As always I’d probably add some real-world examples to make these ideas even more relatable for learners, especially since as an adult its rare to use protractors, triangle angles, etc on a daily basis.

The thing that strikes me the most during today's session is the vocab that is used in Geometry. Geometry involves many specific terms, e.g., vertices, edges, faces, polygons, prisms. These will be new to many learners and may seem abstract without proper introduction. As a teacher, it’s important to ensure that learners not only memorise these terms but also understand them in context. This means I would need to use key vocab consistently during lessons, ensuring that definitions are clear, and constantly reinforcing these words through repetition, visual aids, and hands-on activities.

Side Note:

How cool is tessellation art?!

  

MPI - Day 6: Number through Measurement

Today's focus was understanding Number through Measurement. We looked at the following areas:

1. Beginning multiplicative thinking
2. Multiplicative Thinking: Fractions and Decimals
3. Exploring length, perimeter and area 
4. Measurement: Volume and Capacity
5. Measurement: Triangles and Angles 

Today's learning reminded me how much fun measurement is to learn but especially to teach! The last two sessions of today's learning is what interested me the most. 

Today's 4th session centered around volume and capacity, focussed on how learners can measure the space objects take up (volume) and how much containers can hold (capacity). I reflected that this is really about helping learners make the jump from 2D to 3D thinking, which for some of our learners is a really tough progression to make. Once again (and this has been a reoccurring theme during the MPI sessions) we need to constantly make connections for our learners to everyday situations—like in this session, measuring liquids or figuring out the capacity of containers. This keeps the maths learning practical and easier to visualise, especially when using manipulatives - which is a must!

Today has really got me thinking about what our learners need to help them pass the PAT tests (short term) and the prerequisites (long term). It was really interesting to see what questions seemed to stump our year 8 learners. It’s clear that many students find measurement challenging. The key reminder yet again is to keep it interactive—use manipulatives, get students visualising their work, and always tie it back to things they know from the real world! As teachers, it’s up to us to keep building on this and ensure students not only understand the mathematical concepts but also see how maths applies to their everyday lives.

Today was full of great reminders. I'm looking forward to helping learners grapple with measurement next term!

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!

MPI - Day 2: Know your learners as Mathematicians

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

1. What makes a confident maths teacher?
2. Assessment 101
3. Keeping track of learning
4. Assessment Data and Planning 
5. Developing assessment capable learners 
6. Tracking Maths Profiles

The most impactful part of today was thinking about, "What makes a confident maths teacher?" As a mentor and a maths teacher myself, this is an important question to ask when thinking around the development of a teacher's pedagogy. 

This got me thinking around what dispositions I would need to have to be an effective teacher (or what items to focus on when helper others to develop in their teaching of maths). We need to work on:

Acquiring a deep understanding of maths knowledge:

We need to have a deep understanding of mathematical concepts ourselves. This will allow us to explain ideas clearly and answer student questions effectively. It's also critical for us to be able to guide learners through their next steps and provide them with effective feedback.

A growth mindset:

If we truly want maths to be enjoyable (which evidence suggests that learners produce the best outcomes when enjoyment is part of the learning), then we as teachers need to portray maths as an interesting and engaging subject. We need to foster a love of learning and reflect this in out teaching style in such a way that allows learners to enjoy the challenge that maths can provide.

Create a supportive environment:

We were encouraged today that we need to create a safe space where mistakes are seen as a natural part of the learning process, encouraging students to take risks and persevere.

Assessment as a means to track and build next learning steps:

We were given a teacher workbook to use for planning and tracking of learners current/next steps. This is a great resource. It has led me to think around how this could neatly fit into what we are already doing as a school and how we can adjust to fit in with the HERO learning intentions, etc...

Today was very thought provoking and an excellent reminder of what we can do to become the best maths teachers for our amazing learners.

MPI - Day 1: Mathematics is Core

Today's first MPI session was a really impactful day looking at the following areas:

1. What Characterises a ‘Good Mathematician’? 

2. The Idea of Teachers as Mathematicians

3. Mathematics Across the Curriculum

4. Using extended discussion in maths

5. How to Grow ‘Good Mathematicians’

A Good Mathematician

 Some of the following things have stuck out for me today. Firstly, thinking deeply into what makes a 'Good Mathematician' was challenging. As teachers we often think that it's those kids who can answer questions quickly and correctly is what makes a good mathematician. However, today we were challenged that it's our learners ability to think creatively and critically and logically. Also, it's their ability to enjoy an intellectual challenge and to relish the struggle of finding a solution; both individually and as part of a group. 

Something that was impactful to me was the concept of finishing quickly. "Many people incorrectly believe that being good at maths means being fast at maths. It doesn’t - and we need to disassociate maths from speed." This is so true. Often it is in the quiet, slow wrestle of a problem that gold can be found!

 

Maths is a Visual Subject

Secondly, the idea that maths is a visual learning area really hit home! "Maths is to think visually and creatively and make connections. Not just about calculating" Teachers help students become mathematicians when they believe everyone can learn maths at high levels and that the maths is visual. 

I read a small research paper called, "Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning: by Jo Boaler, Lang Chen, Cathy Williams and Montserrat Cordero. This explains that visual processing is an important part of how our brains learn maths, even at higher levels. Using visual aids and manipulatives can help students of all ages understand maths concepts more deeply. It argues that the old approach to teaching maths (an abstract approach) can make maths more difficult for students to learn and can discourage them from pursuing maths further. This is incredibly freeing for teachers to know that it's not just for struggling learners or for younger aged learners. This is for all learners and all topics!

Really looking forward to the next session!

Keep Being Cybersmart

DMIC PD 4 - Part 1:

Today we took part in DMIC PD session 4 (part 1) with Don Biltcliff. Below are some notes of this session - thanks Kiriwai!

Presentation

• Going forward with High Expectations

Readings

• Equity directed instructional practices
• Making Mathematical Practices explicit
• Group-Worthy Tasks

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Take a leap of faith with problems given to kids, need to believe in what the kids can do - whether they get it right or wrong is not as important  as seeing what the kids can do - step back from pre-teaching

Go for harder problems/to push kids thinking  - this forces kids to use different strategies that may not be evident with ‘easier’ problems

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Thinking like a Mathematician - moving past computational aspect of solving maths problems

• making connections with ideas

If Ss will not grow if always being shown what to do -  Ss benefit if they work on problems that they have not been shown how to solve and need to explain to others their own strategies

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Think about your Tasks:

Are the tasks you use:

• open-ended? require complex problem solving?
• have multiple entry points? have multiple opportunities for Ss to demonstrate intellectual competence?
• require positive interdependence (working together)? fostering individual accountability?

Group worthy tasks

• see Group-Worthy Tasks

Culturally Responsive Tasks

• Ss should not be grappling with both difficult numbers and unfamiliar contexts
• should be grappling with difficult numbers/familiar context OR difficult context/more familiar numbers

Google Spreadsheets: Creating Your Own Formula

There have been a few times now that I have wanted to do something in Google spreadsheets that I know exist in Excel. However, that functionality doesn't exist yet in Google. So my answer....make it yourself.

I have found that there are thousands of people worldwide who are creating cool scripts and formulas to upgrade the functionality and use-ability of Google Spreadsheets - so Google it and find their awesomeness!

Watch the following 'How To' to show you how you can create your own formula for Google Spreadsheets and how I use a particular formular that I love: 'Count Coloured Cells'.

Google Spreadsheets: Using COUNTA and COUNTIF

There are many times that I need to create a spreadsheet that houses the organisation of school wide events like Fiafia or even a camp. One of these sheets that I create often is a payment sheet to track who has paid, who has handed in their permission/ medical forms and if I have emergency contact details for any child.

What I hate with these types of sheets is not being able to know at a glance - especially when they get large like our year 5&6 camp (around 150 kids) you can't tell easily how many kids you need to follow up. So I use the two formulas to do this for me: COUNTA and COUNTIF.

Check out this screen recording to learn how to do it.

Reading PD: Agility with Sound - Helen Squires

Today in our staff meeting Helen Squires went over Running Record Conventions and what to do next with the information that you get from a Running Record. She also shared with us her expertise using Agility with Sound - created by Betsy Sewell.

Running Records

Clarification around Teacher Told:

A = Appeal
Y = "You Try"
TA = Try Again
Give them 5-10s wait time. If they still aren't sure you can tell them. Mark this word with a T = Teacher told. This will be worth 1 error.

Analysing Errors - MSV

We then worked in pairs to analyse a running record to work out what they did to get things wrong.

Following information comes from: This Reading Mama
1. Meaning (M): Does the reader’s error make sense based on the meaning of the pictures or the story? For example, maybe the child read the word happy instead of glad.

2. Structure/Syntax (S): Does the reader’s error follow the rules of grammar and the structure of sentences in the English language? For example, maybe the child read jumps instead of jumped. In this case, the error may sound right.

3. Visual (V): Is the reader’s error visually similar to the word on the page? For example, the reader may read even instead of every.

Agility with Sound

Children are given a list of words where they have to interact with them. Firstly they highlight any words with 'a' vowel sound or 'u' vowel sound, etc. Then you find out how many they got in a minute. The idea of this is to build their ability to see and hear the correct vowel sounds.

This programme is full of lots of word work! For example - 'GUB': "how do we turn this into Grub?" "Where does the R go?" The idea is to build from one letter up progressing through to building from words.

TOD: Quantities of Quality Text - Jannie van Hees

Today as part of our teacher only day we had Jannie van Hees come and talk to us about the power of words and Quantities of Quality Text. Below are some of my notes and key take aways from this session.

Words have Power - Quantities of Quality Text: 
Both spoken and reading/writing text. More books means that there is going to be more:

• contexts
• concept knowledge
• vocabulary - language that won't otherwise be in children's lives
• conversations that apply to the above are super important - produce thinking and meaning.
• Language structures

Teachers just repeating back to kids what they have said is no use. This is already what they know, this is not in the 'Gifting Zone'. Quality text that I can't just do on my own.

Children's ability to acquire and use language is astounding! Are we putting children into this zone as much as possible? The goldilocks zone is where we want children - grappling with text. We need to continually teach our children how to use new language.

Are reading groups making the difference for our 'Reading to Learn' children? Are these providing enough text for our children that is dripping with high powered language. Are they also getting multiple chances and goes at this text?

How are we optimising our learning conditions? 

• Attention to and noticing
• focus and notice
• put in the effort
• fully participate
• push myself to the edge
• dig deep for what I already know
• learn from others
• I share
• think and talk; think and read
• wondering and asking

Use your words and ideas that gift your learners knowledge and words. Are there a tonne of questions and 'raising hands syndrome' happening in our classrooms? 

Say more. Tell more detail.

Use words and ideas that gift your children knowledge and words. Talk the detail! What is the 'gift' that I am giving the children? What is the lense that I am putting the child's mind onto? The children's writing needs to move away from talk language.

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SAY: "Because we are adding more detail we know what you mean" 

NOT: "Write this in a more interesting way!"

---

I am not going to offer a response that they can repeat - I am wanting to develop their vocabulary use. Talk the detail! We want to get our children out of the lazy zone and make them think. Say and use words so your audience really know what you mean.

Sources of language:

• spoken
• written
• variety of contexts
• loving reading
• reading together

DMIC PD 3: Complexity of Instruction

Today we took part in DMIC PD session 3 with Don Biltcliff. Below are some of my notes, take aways and epiphanies (hopefully! ).

Complex Instruction
Through DMIC We are only changing how we deliver maths not the maths content - it's a pedagogical change only! It's about creating a different image of what it means to understand a mathematical idea. Can we truly develop ourselves as teachers to create children who are confident in maths even if they believe they aren't 'good' at maths?

Assigned Status & Value
Through the focus of social and academic status - we raise the status of children's mathematical contributions. Affirming them within their own knowledge and understanding. Creating a relationship that is reciprocal but also safe and that our children understand that they are loved. This will always result in children learning and learning with passion and drive.

This builds on the idea that learning is complex, and that learners will make sense of the learning challenge it presents in multiple ways, but only if we step back. But only to a point - we still need to be in control of scaffolding kids, helping to direct the sharing/conversation portion of a lesson, etc.

Anxiety: By giving children the opportunity to know that we are going to ask them for their thinking, they can feel safer that their turn is coming rather than sitting waiting anxiously for their turn and then it never arrives. Could and should we tell them when we are not going to ask them??

Status is local and changes within settings. Often what is seen in the classroom reflect status' seen in society. I wonder if we can help redefine these for a new generation?? Children watch how we interpret things and our actions and wait to see what we value. We need to be more obvious and overt to assign value to children across our classrooms.

Status of children in small groups shape who talks first or who's opinion is listened and used more often. So what does this look like practically in the classroom? How do teachers actually do this?

Equitable Teaching Practices
Jo Boaler - How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement

• How do we implement this into our classroom practice?
• What do our children learn through this?
• How do we develop this in our classrooms?

Pt England Ambassadors @ MIT - 2019

Today Garth and I took the 2019 year 6 Ambassadors to MIT. Their job was to present to a group of training teachers and show them how they learn from day to day. These training teachers were blown away by the way our Ambassadors were able to talk about their learning, and do so with such confidence. Some of my reminders/takeaways from their presentation was:

• our children are hooking into learning because of a real audience
• they are passionate learners
• our children are learning in a VERY different way to other learners in other schools
• if you give our children a stage, they take it with two hands! Our children lifted hugely in their presentation because of the large crowd today and they lifted more when the crowd were responsive

After the Ambassadors' presentation I was then given the opportunity to stay and discuss further the way in which we teach and learn at Pt England school. I was impressed with the openness of the training teachers and the passion with which they talked about teaching and learning. The things that stuck out for them was:

• why we teach with digital devices (see photo below)
• why it's important to rewind what we teach
• the importance of connecting with our children and then connecting them with a real audience
• have fun!

Google Drawings: Creating Info-Graphics

I love Google Draw! I think it is one of the most underused google apps in the Google Apps for Education suite.

In the below screencast I will show you how you can use Google draw to create fast and easy to create info-graphics that could be used as a teacher tool or even a follow up task for the children in your class. Check it out and let me know how you use this cool technique in the classroom!

DFI Presenting: Otaki....Remotely!

Today I had the wonderful pleasure of presenting to our Otaki whanau in the Kapiti Coast. This time I did it as way of a Google Hangout, which was quite the experience! It is a weird feeling talking away to your computer, looking at some faces, hearing nothing but your own voice (because of wearing headphones) and not sure if you're connecting with your audience.

As always I enjoyed working with Vicki and her team. They are an awesome bunch who are passionate about their teachers and learners, who they serve. I am always left so inspired working with these guys and learning from their expertise in Te Reo Māori!

Some key thoughts from this session:

• what policies and procedures do you need to have place to be able to 'go live' in the classroom
• what CAN you live stream and what SHOULD you live stream?
• what should you stream via delayed coverage?

Google Spreadsheets: Data Analysis Using VLOOKUP

I thought it would be worthwhile reposting this as it relates to what I'm working on this year.
A few years ago as part of my inquiry into teaching I had been looking into ways I could better use assessment to inform my next teaching steps, especially to jump on opportunities sooner. However, when ever I got anywhere near formative data it was spread out across a range of different places -
e-asTTle, NZCER, etc. I needed an easy way to collect this data. Aha! Use a spreadsheet someone told me. However this meant doing hours of copy and paste from other spreadsheets to then have it collated in mine!

This lead me to look at using some of the features of spreadsheets. By using a simple VLOOKUP formula I have been able to set up each sheet to go looking for data for me. There is no more need to copy and paste a whole lot of information anymore!

Check out the below screencast of me explaining the setup of a spreadsheet and how this has streamlined my data gathering and analysis.