After reflecting I know that many of my students aren't progressing because they don't know their basic facts. Today I offered an optional workshop for students who didn't know their 5 times tables off by heart. It was great to see many students beginning to show agency. They were able to identify that that was a need and attended the workshop to address their need. By using the abacus, students were able to visually see what 3x5 looked like. They are starting to see the connection between 5 times tables and 10 times tables. From working with Dinah I have made some significant changes with the way I teach maths. I no longer have set maths groups. I set more open ended, hands-on task which they can explore and discover. For this task were doing station 3 from 'Weigh Stations'. Students wrote shopping lists with weights. We used the maths equipment to pretend it was food items in the bulk bins. All students were engaged. They are getting more accurate with making predictions of weights.
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http://ww2.kqed.org/mindshift/2014/08/07/how-play-wires-kids-brains-for-social-and-academic-success/
http://www.discoverytime.co.nz/blog/ http://creativestarlearning.co.uk/play-resources/scrapstore-playpods-and-free-play-systems/ https://elearningindustry.com/discovery-learning-model http://www.discoverytime.co.nz/play-based-learning/ https://elearningindustry.com/following-a-discovery-learning-approach-to-instructional-design Some thinking for us to consider:
Factors that have resulted in progress with my target group:
Next steps:
Tweets during Twitter workshop, which was run by Bede Gilmore @principalwins
Twitter - own kids have own hashtag & embed it into own blogs (See Troy)
Twitter question/chat each day - make learning more visible. Link to goals. “Go get your learning” Own school mihi http://tashmwhitta.blogspot.co.nz/ Free writing doc for all students - own google docs? https://www.startwithwhy.com/ simon sinek Routine jobs will be replaced “It is not what you know, it is what we do with what we know” Guided (yet open) creative space - teaching kids “when you’ve got stuff, how can you make it work for you?” - Selina Riverdale What are you interested in? Write a question you want to research to do your own learning. If you can answer/google your question in less than 5 mins it is not open enough. How will you share your learning? - Must be accountable & have evidence. Managing self/ self directed (learner agency goals) Goal setting for learner behaviours Maths passport - learning pathway - need to start To personalise learning for students/ developing student agency -kids need an ‘active’ role in their learning
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