Thursday, May 29, 2025

Rob Proffitt-White PLD - day session

The govt provided resources only really address the 'Know' of Know/Understand/Do. Teachers must facilitate the learning. Work books are for the lowest common denominator teacher! Too much bookwork = learned helplessness!   

4 components of a comprehensive math programme

  • Explicit teaching (feedback and feed forward)
  • Positive relationships with maths
  • Rich tasks
  • Communication in maths

The difference between procedural fluency - the process/how you do it, accuracy, appropriateness, efficiency, and flexibility. Conceptual understanding - relating it to other others, representation, pictorial, abstract.

Would children know that 3 x 4 = 4 + 4 + 4? Or is it rote learned? Or only shown on an array (like in most standardised testing/DMIC tasks)? 190,000 Australian children were asked this question, only 31% knew what repeated addition equation it was.


discussNdefend 

"Two truths and a lie"

These can identify - which kids need more guided practice from Oxford resource? These can also be the rice task.




What do i notice? What do I wonder? 

moveNprove

Ask the question and give thinking time. You can use hand signals, don't have to physically move to a corner. Use the Talk Moves (these came from 1992 ESOL teaching!) Call on the 'pause' group to repeat what someone in a corner said. No more than 10 minutes! This can become the rich task for the week.

revisitNretain

Reactivate and practice something that has been taught previously. Practise and deepen the knows.

  • Daily questions - 3 days worth of questions, 4 questions each day. Keep the same concept for the week. Don't have the 3 days all shown on you slides for kids to see! Do on a white board, I was just encouraging kōrero. The last question could be related to another strand. "I've seen a few wrong answers today, let's see what made them wrong." Pull your weekly focus/objective from the curriculum. These could be planned each term by 1 teacher per term. revisitNretain
  • Number talks - SPQ (scrap paper question)  Rob's site  Creates good discussion. Dot talks + picture talks for subitising. Interestingly enough - studies show subitising does not go past 6!  Good practise would see children using estimation to check the accuracy of their 'answer' before they work it out. Eg. 5 x 18 =. "Well, I know it's got to be around 120". They know if they end up with a number way off, it's not going to be accurate. To teach efficiency - 1 + 5 + 9 = 15. Ask, "What number wold you start with?" Kangaroo example, less jumping. Use tally marks to show the kids, how can kangaroo makes less jumps? He's tired! Teaches kids you can move numbers around. Kids are able to analyse their movements. 
  • Calendar Maths/Maths wall  - this is not necessarily something you do in math time, could be a settling after break activity. 





Main takeaways
  • Teacher should be sitting down in teams and planning together! 
  • SPQ Once a week, a class could bring their SPQ to the team hui and share the thinking of the class. Creates good discussion.
  • SPQ - collect in answers and bring back 5 options the next day to discuss 
  • Number sense is in the eye of the beholder!
  • Use whiteboards for deeper thinking


Monday, May 19, 2025

Structured Literacy Zoom

 We want to optimise the intrinsic load.

 Explicit teaching does not need to be 'drill and kill'. It is interactive!

Kids need exposure to learning at their year level.

Sentence structure to writing is what phonics is to reading.

Adverbial phrase - running quickly. 


Tuesday, May 13, 2025

Mathematics & Statistics PLD with Core Education - Session 2

 "Plan for all students to experience all of the learning in the sequence for their year level" NZC pg24
What are my thoughts on this?

"Ma te huruhuru te manu ka rere ai" "Adorned with feathers, the bird is able to fly". 
He waka eke noa!

Phase 1 - thriving in an environment of literacy and numeracy. 

 Always ask - Is the answer reasonable and logical? - we can talk about this when we do our Kōtahi Pikitia; Kōtahi mano tau!

Accelerated learning - does not mean pushing them ahead of their level. Students are able to learn. concepts and procedures more rapidly than expected. Strategies that deepen understanding. We don't want the tamariki to fly fast, we want to deepend their understanding.

Create good entry point tasks!


Tuesday, May 6, 2025

Mathematics & Statistics PLD with Core Education - Session 1

The Refresh - why?

The Royal Society Te Āparangi put out a report with recommendations to improve teaching, provide clear guidance, and improve outcomes. 
Don't believe the media buzz! PIZA results - our average is still above national average, but our tail has spread too wide.   

2022 revised curriculum
2023 common practise model - for literacy and numeracy. It was a seperate document.
2024 experts combined these documents

Key competencies are no longer separated out.

Tahūrangi - online platform 

Conceptual understanding 
The comprehension of concepts, relations, and relations - connecting, representing, identifying, communicating, interpreting.

Procedural Fluency
Choosing procedures appropriately and carrying them out flexibly, accurately, and efficiently.  Eg. knowing how to use a ruler, or when a ruler is the right tool to use. 

There are 4 components of Mathematics & Statistics

  1. Explicit teaching - structured and carefully sequenced
  2. Postive Relationships
  3. Rich Tasks - supplement your explicit teaching
  4. Communication

Maths resources that were rolled out by the govt came before the refresh was finalised. They are 'best' fit, not 'perfect' fit.

Plan for students to have experienced all the statements in the sequence for their year level. Teach to the needs of the child!