27.1.16 Explain, Justify, Convince Me
Icebreakers - doesn't have to be complicated Stand up if... What fraction is that? Is the question clear? Is that bigger or smaller than? Using cubes instead of surveys teaches all of the elements of a graph. Students ask the questions to the class - kids stand up - Discuss what can we see? What is is the difference? Was our question clear? (See pictures below). Key Themes
Maths Passports
Start with the strategy - this drives the knowledge needed. Rather than the other way around. Below are books worth reading to develop Rich Tasks. Stick Challenge - Make your name with exactly 50 matchsticks Students enter at their level with counting. Teach children to be organised. Counting from 1 students can lose count too easily. Groups of NZ's Medal Prospects for the Rio Olympics Justifying strategies. No longer is there a focus on teaching a strategy. Have a problem. In groups discuss & record your strategy. AS a group discuss & decide who gets GOLD, SILVER & BRONZE for their strategy. Justify your response. Writing a Rubric Start at step 4 - Mission Accomplished Then step 5 - for the next level in maths to extend the high achievers Then work on with step 1 - help me (no idea) Step 2 - started Step 3 - Almost there Do a rubric BEFORE giving the task to the students. Students work is compared with rubric. These then become the teaching groups. So what? Where to next?
I have been put in the learning pit today. My mind is boggling with all of this new learning. I have some unlearning & re-learning to do. I need to focus on the big idea rather than teaching knowledge. "You teach time to understand clocks - You don't teach clocks to understand time."
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