Bruce Moody Part 2

16 / 03 / 17
Starting at Junior Level - Year 2.
Move away from counting from one up to 10 because they already know 10.

Modelling the Bonds.

Counting is not doing the maths its getting the language and the sequence.
Counting is
- one to one matching
- its a match of quantity
- ordinality ... 1st, 2nd, 3rd
- cardinality 1, 2, 3

Adding ...
is coming together in chunks e.g 5 and 3 is 8 not counting 1,2,3,4,,5,

• one more is a  category
• bonds of 5 and the reversal
• 5 and 
• doubles to 10
• bonds of 10

Place value ...

knowing 2 digit place value.

is working on 10 and ...

Counting on is children knowing sequencing to one hundred - so do little bit of this.

Counting back is not a good problem solving strategy backwards

We have to help children take control of larger numbers using place value.

e.g. see 25 children then can you see 25 dollars

We are changing ones ...

• having basic facts to 10  eg. 5 + 3 = 8  so 25 + 3 = 28 
• children look for what they do know
• children need to place value 

Changing 10's

we use basic facts to 10 and 

Part whole is changing both 10's and 1's

Children need to know Basic facts and place value that is change in 1's and change in 10's otherwise they are building on quick sand if don't have a solid foundation. We are trying to reduce the confusion. changing the 10's is so important because it helps children work with double digit.
Place value and bonds to 10.

Give children lots of visual scaffolding. Establish protocols.
Practice work should be old learning and not new learning because they need to be secure in it until they are  children should go away to succeed and not to struggle.






2

TBH – MĀORI BOYS’ WRITING MAY NOT BE YOUR TARGET!

This article looks at setting achievement targets aimed at improving the
achievement of Māori boys in writing. An interesting read 

http://blog.core-ed.org/blog/2016/11/tbh-maori-boys-writing-may-not-be-your-target.html

Article: TBH- Māori Boys writing may not be your target!

Pippa sent this link. 

TBH-Maori boys writing may not be your target!.

TBH stands for To Be Honest. 

This article begs the question - Do we know what stands behind the data?
If non-Māori students in your school are achieving comparatively better than Māori students in writing, and they are all sitting in the same classes exposed to the same teaching practices, what might be the real reason our Māori boys are struggling with writing?

What are the stories behind your students?

• How can we better engage Māori learners and whānau in future focused education
• How can we be inclusive of all learners and create pathways to success for all?
• As our schools are transforming, how do we ensure our whānau and Māori students feel empowered.
• How can we ensure that our school are truly biculture life into the Treaty of Waitangi
• How can we be inclusive of all learners and create pathways to success for all?
• How can pedagogy and practice in a modern and innovative classroom align with the values and practices of Māori

Janelle Riki-Waaka

Māori achieving success as maori in English-medium-schools what does it look like?

References

ERO, (2010). Promoting Success for Māori Students
ERO (2012). Evaluation at a Glance: Priority Learners in New Zealand Schools
Professor Mason Durie, (2003). Ngā Kahui Pou: Launching Māori Futures. Huia Publications.

Teacher Inquiries - continued

Teacher Inquiry - Levelling the Playing Field
by Cathy and Gaylene  16/11/16

Levelling the Playing Field


Teacher Inquiry - Listen to Reading
by Kat D

Listen to Reading

Teacher Inquiry - Increase Learner Talk

Georgia

Teacher Inquiry - Inference 2016

Catherine Maunsell

Teacher Inquiry- The Inquiry Spiral 2016

Catherine Richmond