Dr Craig Hansen
Addressing Royal Society Te Aparangi report
Use recommendations to
- improve achievement
- create more equitable learning opportunities
Supporting NZ teachers
Recognise the dedication of NZ teachers and aim to support them further
Providing Clear Guidance for Teaching
Clarify what and how to teach at each level, to achieve better outcomes for all students
Positive Relationship
experiences, encouraged, see patterns and logic
Poor Relationship
Never had the time or chance to understand
The teacher spoke too fast, and many in the class were unable to do the task
Parents tried to teach and at times confused students
Need to Foster a Positive Relationship with Maths
Students need to know what they need help with and what they need to learn next
Students' confidence in teaching maths
Understand Know Do
Why the change? Lifting progress in achievement
The learning that matters!
Progress outcome - Understand Know Do (UKD)
UNDERSTAND - stays the same
Know and Do changes - per curiulum area
UKD
What a great maths lesson should look like, from planning to gaining understanding, to using tasks that students can connect to and be challenged by. Creating Light bulb moments!
Make connections to, and for understanding
Real learning for the real world
Not just maths - connections to the real world
Cultural roots are used to make connections
Students having the chance to say I don't get it
Hurdle - students knowing what they are being asked to do
Making links to storybooks
The student is in the middle of symbols, reasoning, and is in a cycle, engaging with learning
The Purpose Statement is the philosophy/vision/ideology statement that drives the UKD
Structure is the out working of the purpose
Retrieval -
Know describes the meaningful and important mathematical and statistical concepts and procedures through which students develop an understanding of the
big ideas.
Do describes the processes that are fundamental to all mathematical and statistical activities and that underpin students’ learning of the big ideas, concepts, and
procedures.
Understanding describes the deep and enduring mathematical and statistical big ideas students develop over phases 1–5.
Definitions
Conceptual Understanding
Procedural Fluency
Choosing product - Practise Practise Practise Practise
Connections between the Purpose Statement and the Structure of Mathematics and Statistics
In the mathematics and statistics learning area, students learn about
and appreciate the power of symbolic representation, reasoning, and
abstraction.
Students engage with mathematics and statistics through the exploration of problems, patterns, and trends and appreciate the everyday value of this learning in many areas of their lives.
Throughout their learning, students engage with diverse perspectives as they apply their mathematical and statistical understandings. Learning in mathematics and statistics builds literacy by developing students’ skills in oral and written communication, reasoning, and comprehension. The learning area opens pathways into a wide range of industries that rely on mathematical and statistical knowledge and
reasoning.
Each phase has:
› A progress outcome describing what students understand, know, and can do by the end of the phase
› An introduction to the teaching sequence highlighting how to teach during this particular phase
› A year-by-year teaching sequence highlighting what to teach in the phase, along with teaching considerations for particular aspects of content.
Progress Outcomes - Learning objectives - students' experiences of their learning is at the beginning of each phase
Science of Learning
Teaching at our year level
Challenges
Benefits
Exposure to appropriate learning for their year
Tuakana Teina opportunities
Ability to move, increases the ceiling - extend through rich tasks.
Thinking deeply and working with other to solve meaningful problems
PHASE 2 - Teaching Sequence
Four Components -
Explicit Teaching
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I do, we do, you do - Interactive - Carefully Sequences
Warm Up
Examples to break down - walking around and pulling together opportunities to teach/reteach
Connect Maths with links across learning
Plan Ways to consolidate learning
Positive Relationship with Maths and Stats
Encourage curiosity -
Highlight thinking
Rich Tasks
Plan to explore situations that are realteable
Meaningful problem- solving and investigation experiences, designed to invoke curiosity and engagement
Communication in Maths and Stats
Celebrating Success and those who ask for help
Unpacking the Sequence
Teaching Sequence Statement (Not the Learning Outcomes)
Teaching Considerations - (Tasks) is the floor low enough, and how can I raise the ceiling to challenge others?) - Pitching within the Year level.
Strand is Number Subtrand is Number structure or Operations. There is a thread for each year level.
Rational Numbers = percentages, decimals, fractions
Over the next 2 years, there should be less discrepancy as the curriculum becomes more consistent
Identify areas of need and then help students catch up fast.
Be the car on the race track, when pulling into the pit stop, filling in the thread they need for that learning! Not all the gaps, as then in the garage for too long and miss out on current content.
This curriculum is asking teachers to expose students to where they need to be, providing them the opportunity to be at their level.
He waka he eke noa
In our Phase Groups
How does the phase move through the stages?
Operations
Thread = Add and subtract two- and three-digit numbers
Phase 1
During the first year:
During the second year:
During the third year:
Phase 2
during Year 4:
during Year 5:
during Year 6:
Phase 3
during Year 7: (disappears/ but is practised with)
How to you get students to engage - Enablers
Extenders - Used to challenge students
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