Embedded Files
Think: Hunches are about PROFESSIONAL PRACTICE - not other factors. Developing hunches is about opening up thinking and possibilities.
Consider: How do you ensure that when developing hunches, you focus on the areas over which you have control (rather than blame the parents, the system, the learners or anyone else)?
What's leading to this situation?
What's leading to this situation?
What are the beliefs and assumptions I have about students/ their whānau and learning?
The first words OFTEN spoken by whanau when I sit down with them: "No- one in our family can do Math.
I've seen over the 37 years of teaching math, that I can break that cycle.
I believe that any of my year 12 students can achieve their credits, all at their own pace and in their own time, doing the topics that they are interested in, and that makes sense to them.
I believe they need to choose their own pathway. I start the year of with STATISTICS, as that is what they know from level 1 Math. THEY NEED TO BE RESPONSIBLE FOR THEIR OWN LEARNING
How might I be contributing to what's working or to what's not working?
What is working:
CHUNKING the work
Brain breaks
Taking responsibility for their OWN learning
Rewindable learning
Short - sharp videos
Hapara workspace : color-coded videos with worksheets. Listen to the pink video, then do the pink worksheet.
Knowing students who do not cope with on-line learning/off task
Showing them from the start , which parts fit in to which box (A, M or E)
Letting them set the bar for themselves, choosing the "END" by from the start looking at the END (the assessment (practice and exemplars))
What can I change about my/our professional practice that will have a positive impact on my students?
Chunking the work, with lots of EXAMPLES on the white board, hard copies as well as on line (Hapara) making it FUN and making sure that the class atmosphere is calm and making sure that students trust me with their vulnerability of not understanding the work yet.
Let them work in study groups. To start this off:
Have a table at the back, where they can come and sit around, and ask for help.
Ask a question, then move away and let them support each other and trust me and each other in such a way that we have open discussions in class.
Show them how to read the math problem, by using lots of high lighting/ color so they can see the patterns of what is actually asked.
Making sure that there is a vocab list on the board, every day that they walk into class, on the current topic.
Making sure that there is a list up on the whiteboard that show what they need to do to get achieve/merit and excellence, and refer to this often
THE BIG INQUIRY QUESTION
How can I re-establish relationships with the Level 3 Mathematics students (last year's year 12's) to WIN back the number of students choosing Maths and enjoying Mathematics, by allowing them to take responsibility for their OWN learning, in order to lift the number of credits per student from 6 in 2022 , to above 14 in 2023.
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