Where too!!!

Students have completed their measurement tests.  On the test there was a possible 9 marks associated with time.  I have had my students anaylsis what each one got out of 10.  From there we set goals.  Over the next two weeks I plan to teach time.  As I need to focus on my modeling of measurement, I have started with my students making clocks.  Once we discussed what the scale means we made different times on our clock faces.  I then introduced them to am and pm as well as writing 24 hour time on their clock face.

Other modelling options that I am looking at is having my students who are masters at time teaching with pairs of students to support them.  While I work with a group.  I have located some mimio tools to help model time with the clock and also looked at games to reinforce time.

So where to from here?

I am going to use a modelling book when working with the group.  My goal is to spend 5 minutes on the concept then allow students who are confident to move on on their own.  After this point I am going to work with the group together and slowly send students off.  I am focusing modelling to students and questioning their knowledge.

Lynn Modelling Session 1

Bead lines 100 how many?

Decimal Knowledge

Working with the equipment to show the understanding.  Bead string worth 1 whole.  Show the fraction name and a decimal name.

Introduce the hundredths  1/100 0.01

0.12 12/100  the denominator is what we want from them. 

What is the point of the decimal point?  Explains what the whole numbers from the parts of the numbers.  Count forward in 10ths and backwards

Gave the kids three different things to make. 

14 tenths

0.6

1.5

Write them 3 ways

First fractions

14/10 + 6/10 + 15/10

Decimals

1.4 + 0.6 + 1.5

Mixed numbers – more than one

1 4/10 + 6/10 + 1 5/10

Checks to see if they all know.  What did you do?  Use the bonds that we know.

Introduces the strategy:

4.3-2.95

What strategies do you know?

Rounding

Place Value

Reversability

Used the kids to make with the equipment.

4.3-3 + 0.05 =1.35

The next time we need to get them to record

5.4 - 2 + 0.04 = 3.44

Asked how many strategies should we teach? Try to keep it to a limited number.

Don't use place value if it not the best to teach them.  

Reversibility

2.95+ ? = 4.3

Using a number line to show reversibility. Make it as a little pile close together.  You can make it in 2 jumps.  

See if you can do 1 of those in your head.  

3.6-1.85 = 1.75

Bonds to 10 and bonds to 100 are the most important part of maths. 

At vertical algorithmic 

Kids move the equipment - correct the maths language 13 what with them.  

KEY TO FOCUS ON THE LANGUAGE OF MATH

A builder has 6.6m plank of timber.  Draw some rectangular sandpit he could make.

Make it with the equipment and write the dimensions,    

What can you tell me about opposite sides of a rectangle? What are the corners in a rectangle?  What are they called?  

Make one side 0.95

How far is it half way round?  3.3 if one side has to be 0.95 

Setting Teacher Inquiry 2013

4 out of 16 students are achieving at stanine 5 or above.  With the highest stanine being 7.  I have targeted students who are currently achieving at stanine 4.  I am focusing on modelling as I feel that is my weakest area, especially for the strands.  I have changed my maths planning and I am now spending at least half a term on the strands and integrating number strategies along the way.  

For strand maths I am teaching whole class and pulling groups of students down.  Over the past few years I have been teaching in ability groups however, students who are well below have not even been given exposure to content.  So how are they expected to achieve?  My goal is to plug holes within and scaffold support to help students out.

My first step is to model using the Mimo so that students have ownership.  But also so I can print modelling sheets and glue it into 3 modelling books so students have access to the information.

I am also going to focus on breaking down the language of maths and what this means.

Teaching with Technology - Catherine Attard

1. What is the central area of this reading? Teachers test the apps to make sure that they are curriculum specific and meet student needs.  Tools for learning apps are more versatile as they can meet a range of learning needs and allow students to demonstrate what they are learning rather than just reinforcement.

2. What evidence has the author provided to support the evidence/concept?  There is no research based evidence.  But provided examples and reasoning why apps take 3 levels.
* Reinforcement game based, problem solving, Learning tools that can be transferred into any curriculum area.

3. Does this differ from your own thoughts and practises?  No this doesn't.  However, I think there is a need to use game reinforcement. I think I need to spend more time on the learning tools to go over the curriculum. I need to make time on my CRT day to look through apps.

4          Can or will you transfer anything learned from this reading into your practice?  How? Yes I will be looking for some learning tools for the class ipods and ipad.  I am going to set aside the afternoon of my first CRT release to look at learning apps to incorporate into my class programme. 

5. What have you learned from this reading?  Points to Ponder?
That there is 3 levels of apps for teaching and learning.
Get creative to use tools for learning apps. 

SOLO TAxonomy

Learning is about effort and strategies. If you put in enough effort and fail you need a new strategy.

Prestructural - do not know anything about the learning outcome
Unistructural - know 1 relevant
Multistructural - know lots of relevant
Relational - when you can make connections between ideas - explain why or because
Extended Abstract - look at all connected ideas in a new way, see the implications in another context and place

The biggest question is how will we link SOLO to PB4L for students?

10 + ways of Raising Student Achievement in Literacy

The joy of writing ...
Things that make a difference
Clearly purposeful
For an audience
That gets a result
Where students experience success
Where students take responsibility but get the support they need to get better
Where students can see and measure their own progress and take some for reflecting on that and reporting to parents

Authentic Feedback
Response
Genuine reader reaction

Collaborative writing
Bouncing ideas around
Opportunities to "borrow" ideas

Remember that we are writing for a reader and we need to:
Paint pictures and images in the mind of the reader through...
Choosing words that are rich and interesting
Varying sentence length and complexity and pace
Sequencing the actions correctly
Checking for text conventions and spelling

Keynote 1- Dr Jason Ohlen

Keynote - Dr Jason Ohler

New Media, New Kids, -New Literacies,
New Citizens, Transforming LEarning through digital creativity

Provide opportunities where students don't have to have the skills because you don't know what doors you might open. If you don't open the door you are turning them away. Kids are banging on the door with their technology so that they can bang on the door. Allow it to open. Makes me wonder about own devices own choices a point to ponder? How can we make this possible?
BYOD - needs to happen it is too expensive to try and keep up with Technology.
Branding on/off to talk to each other.

We live in a society where we a constantly connected. Phones are an extension of the arm. Where does this fit in with school? How can we connect our kid with their devices? Can we possibly begin with year 7 & 8 drive who to teach who?

Text to media collage - moving from the print, to pictures, media, video, still image. Global society you need to be able to use all of these.

Literacy ... Consuming and producing the media forms of the day, whatever they are. We want students to write well. Media literate not just the written form. Is this how our writing PD going? Or are we still too consumed by the written word as teachers rather than written media. Good media is based on good writing. How is this formed? We need to value writing.

The DAOW literacy Digital , Art, Oral and written

Personal and social literacy teach visual and media literacy.

How is our schools mission statement including technology ? Are we including with our kids how technology connects and disconnects? Is this included in our mission statement or any NZ schools mission statement?

Use story maps not story boards.