Monday, 6 November 2017

Dorothy Burt: Visibility Enables Accelerated Shift

"Visibility Enables Accelerated Shift"
-Woolf Fisher Research Centre

As we head towards the middle of term 4 and the film festival we are privileged to have Dorothy Burt talking to use about the Manaiakalani Kaupapa. It is important that all elements of the Manaiakalani pedagogy Learn, Create and Share are not optional if you want to create this accelerated shift they must happen together to achieve this goal. We also be connected, have ubiquitous, empowered visible learning. 

We can not cherry pick because you can't connect if it is not visible. 

What is the #1 Factor Influencing students Achievement?-Collective Teacher Efficacy!! This is based on a number of researchers including John Hattie. 

At Pt England we have a collective inquiry goal which we all approach in our own ways. By having this shared goals we provided accelerated shift for learner and support teacher practice.  

Evidence and Data provides us with opportunities to teacher better and be the ones the cause accelerated shift. 
-School Inquiry, this occurs at a school, team and teacher level. 
-External Inquiry, Woolf Fisher Research, Auckland University
-Teacher Inquiry, Teacher inquiry 

Celebrating Accelerating Shift for One Learner in 2017

I am so proud of every learner in Room 14 for all they have achieved so far this year. This is one learners amazing shift. I am so proud of her and her achievement. 



Class Site

Tuesday, 24 October 2017

Term 4 Inquiry update

This year I have thought a lot about the narrow nature of my inquiry. The reason for this has been my research needed a specific focus. While my specific focus has been narrow I realised that I have been using the skills I have developed in my inquiry throughout my reading program and that these have been valuable for my learner. I am excited to link my inquiry to our music theme this term and continue to build fluency but also critical thinking and reflection. 

Thursday, 19 October 2017

Moving from skip counting to basic facts

The children were very good at counting in fives. However none of them used basic facts the first time.

They then looked at how they could work this out using 10s. 

They struggled at first to work out how many groups of ten there would be. The either used the same number 10x6=60 or continued to skip count. 

It took a bit of practice but they started to get this idea. They talked about the number of groups being halved. 

Then they did a problems like 7 lots of 5 they then made 3 groups of ten and one group of five. They repeated this with 3s making groups of 6. Then 4s. 

This is a great strategy that I don't use as much as I could. I have been aiming to get them to using timetables that I have not pushed the way they could make different groups. I think this partitional thinking is key to developing a wider sense of how to solve addition problems. The problem that we use get different types of thinking.

Later Jo talked about moving children into solid stage 5 and giving them the basic facts knowledge they need for stage 6.

When we are teaching children multiplication when need to help children generalise by knowing families of facts 1x17 is the same as 17x1=. Then they can work out the easiest ones first 1x, 10x then we start to use the knowledge we have to find unknown facts. 

Math Learning Moving from equal sharing to repeated addition

Jo did some modelling for us develop our teaching practice around moving children from equal sharing to using repeated addition.

First she ask the children to skip count in 2s, 5s, 3s. Then she ask them to identify the written form of fractions 1/2, 1/4, 1/3 and 1/10. Some of the children could identify 1/2, 1/4 and 1/3 but done could read 1/10.

She then ask the children to share some counters. She asked them to share them fairly between the monkeys. The children needed support to understand the question. She did not give them the counters. None of the children answers. So Jo asked "How could we make sure they get a fair share if I give you the counters. The child gave each five rather than equal sharing. The children said we can use our timetables.

After identify where the children were at Jo began teaching. She started with two monkeys and 8 counters. How many will each get. Children found it easier and used doubles knowledge. Followed this with adding more counters. Student were good with doubble so they moved on.

They then moved on to 3 monkeys and 12 counters. Students again used timetables and repeated addition. They then discussed what fraction they had and practiced writing fractions and learnt about the denominator telling use how many groups.

They moved on the four monkeys the children said straight away they get 1/4 because the bottom number is how many monkeys there are. 


The way Jo used word problems in the way she talked I do sometimes but perhaps I need to do this more. I also think this reinforced the need for my to continue to do fraction recognition as often as possible. Also the importance of managing children so that everyone gets thinking time. Well this is something that I try to do it does not always happen as they are so keen to share. 

Monday, 18 September 2017

Inquiry update term 3

This term I have been focussing on bring the fluency ideas we build through video modelling into our small group lessons. I have done this through modelling of small passages of the text during group sessions and getting children to read aloud and reread fluently. We have also be considering the different uses for the digital tool (screencastify) that we used for video modelling and students have been creating review video as well and screencasts of presentations to make digital stories.

The interest part for me has been how my teaching now reflects the key ideas emerging from my research.

These ideas are:



Well my inquiry has somewhat taken a back seat to the writing of my research this term. It is clear that developing the ideas of fluency is still happening in the small group setting.

The reading of our Penpal letters shows how far the class have come. Over half of my class wanted to read their letters out loud to the class and those who did read fluently and the rest of the class supported them in doing this.

Next term I want to draw on the term theme to integrate fluency. We will be doing a lot of song reading and listening and we will talk about how phrasing is achieved. My goal for next learn is to embed the fluency criteria in multiple media and transfer this into silent reading. I believe that this will increase comprehension for my class.

I will also be looking at how paired warm ups can support basic facts development in maths. This has come from the professional development that we received from Jo.

Wednesday, 16 August 2017

Maths Place Value

Today we are very lucky to have the wonderful Jo back with us to talk about Place Value.
Jo talked about it being important to make sure all place value learning was grounded with materials. By creating bundles of tens and grouping tens to make hundreds.

We need to make sure place value becomes our learners  friends by doing it every day.
This many look like give the kids numbers. They order the numbers, expand it, write add tens it. Say the numbers after and numbers before.
They should be provided with loads of materials in this time frame.

Remember the teaching model:
-Start with material.
-Move to imaging.
-Then to the more abstract.



Jo had some lovely helpers to show us how she would teach a lesson.
First she gave them the problem: 19+6 to see where they were at with addition. They struggled to explain their thinking.
After this she gave them some tens frames to she what their number ID was like. She did this with numbers between 1-10 and then teen numbers. They were very good at this.

Then they moved on to using counters to find 10 and numbers 9+4=13. Learners did this well.
Then they moved to imaging by putting the counters on the frames under the book. Then encourage the same thinking. 8+5 If there is 8 how many empty squares are there? They made a tidy ten. 10+3=13
Then she revised the numbers 6+9 and encouraged them to think about what number would be easiest to make a tidy ten. Children did not add to the 9 but added to the 6. Then Jo modelled adding to the 9. Then she moved into 19+6=

She encouraged a lot of pair and share times during the group lesson.

The power of imagery. We noticed in this lesson that when they were prompted to image they had more success and felt more confident.

When working with a group it is important to be able to hear and respond to the kids ideas and misconception.

Basic addition facts can be broken down into steps to learn.