T3,W6 - Tuesday 27 August: 1515-1715 (2hrs) with Alana from Massey University

6. Stages & Incorporating students / Developing Proficient Mathematical Learners / Collaboration & Inclusion

• Building resilience through the Learning Pit -
• Ethic of Care - supporting each other
• Solving the Problem as a Group - Everyone gets involved
• Using a blog to share how the group solved a problem - could blogging be an option?
• Reflect on her own ability to collaborate - allow students blogging to reflect this
• Complex Instruction - bring in tasks that have low floor/high ceiling
• Social & Academic Status - I have the ability to raise the status of the one who is not considered at a high social/academic status

Make these our norms (we are smart at math if we can):

• I am good at asking questions
• I can explain my thinking
• I never give up

What would a learner need to solve this - 1/3/4 divide 1/2 = 3 /1/2

Next steps and take aways from today - Develop some of the above into class norms.

Resources:

T3W1 - Tuesday 30 July: 1515-1715 (2hrs) with Mary Rahiti

5. Prepare students to justify and argue

Strategies:

• asking - how do you know, show me,
• wait time
• group norms - support each other
• justify - so if, then, because

88 / 4 = 44 / 2 + 44 / 2 (is this true?)

Develop a generalisation the rule can be used again to solve a similar problem

Draw Connections and Summarise - students leave with a 'residue' from the lesson

• Attend to the classroom culture
• Choose high-level problematic tasks
• Launch tasks in contextual and cognitive ways
• Anticipate strategies and monitor working
• Select and sequence
• Allow student thinking to shape discussions
• Plan for a connection

Resources: PD3

T2W6 - Tuesday 4 June: 1515-1715 (2hrs) with Angelique Campbell

4. Incorporating Instruction that Youth can Relate to

Looking at developing my launch in order to grasp and maintain students to enable them to engage. Still looking at 1-tier problems. Cultural contexts interesting but what would be more engaging are topics learners can use from home. How can I build my own knowledge?

Interestingly enough, I bumped into a student at McDonalds. Would need to do an inquiry into students and homes. This could become a daily ritual for classes to work out what students were doing last night or in the weekend and developing DMIC problems around these.

T2,W2 - Tuesday 7 May: 1515-1715 (2hrs) with Daniel Tupua-Siliva from Massey University

3. Talk Moves: repeating, revoicing, reasoning, adding on, wait time 80% student voice, 20% teacher heard

We are moving to DMIC math (Developing Mathematical Inquiry Communities) in order to raise the achievement of our students. This PLD helps us to design and develop group worthy tasks that are mathematically related to the real world. I am looking to adapt these tasks in food tech but also in the classes I relieve in (in particular Team 3).

Resources: Communication & Participation Framework, DMIC 2 Part 1 and Part 2 notes,

T1,W7 - Tuesday 12 March: 1515-1715 (2hrs) with Trevor Bills from Massey University

2. Developing group norms and routines

I can use DMIC to help set the norms in order for groups to achieve self-sustainable numeracy: Launch (make a claim), Learning Pit, develop a mathematical explanation, justify thinking, construct arguments, generalise mathematical idea, represent mathematical thinking - using pictures, material & numbers, use mathematical language.

T1,W5 - Tuesday 26 February: 1525-1715 (2hrs) with Trevor Bills from Massey University

1. Introducing DMIC Maths - the Why!

Developing a low floor, high ceiling in math.

Resources: DMIC Session 1 up to slide 24, Warm-up activities from Trevor