Bruce Moody PL 5 September 2017
Bruce gave feedback in response to questions:
Changing ones to 2 digits students need to be to do skip counting.
Stop counting is important. Once students see chunks of number then they are able to transfer. For this to happen they need to see individual numbers in different ways.
To embed number - you need to be repetitive with activities.
Again students with place value need to know for example need to be clear that what comes after 29 is 30. Sometimes they will say 20 -10 yes thats correct but there's another way to say it 30.
Fractions
At level 1 there is NO expectation to do fractions other than exposure stuff. That maybe cutting an apple in half or fill a bottle halfway. Half would be liquid and the other half is space. Students need to see the concept of half in different ways ... the half of 8 is 4 and so on.
There is a conceptual difficulty in fractions moving students from year 2 and year 3.
Understand that it is a part to whole understanding. When y2 children understand e.g 1/5 is bigger than 1/8 then they can't really move to year 3 maths.
Equal sharing:
12 lollies between 3 friends is not fractions it is equal sharing.
Children find it easier to accumulate in their thinking.
1 refers to the packet - 4 belongs to - maybe skip count 3,3,3,3
12 eggs in a packet...how many eggs in half the cartoon? Children begins to think proportionally.
Re - unitising
Children need to see what a 1/4, 1/2, 1/3 etc looks like.
Children are iterating from the part to whole.
When children can transfer their thinking into different contexts then they have learnt it or made a connection.
Do's and Don'ts at level 1 to be successful at level 2
Do teach a fraction as one number.
Do give students many examples of seeing fractions in different ways.
Do give real contexts for students to work in. Making a sandwich, cut bread in half, luncheon in half, cheese in half. Cut shapes in half in different ways.
Do both part to whole and whole to part.
Dont' give students pieces already cut up.
Don't introduce a fraction as a numerator or denominator.
too confusing at level 1.
Tuesday, 5 September 2017
Thursday, 24 August 2017
ConnectEd Open Meeting 24 August 2017
Stuart Kelly
Deputy principal Aorere College
Google Educator, Innovator, English and Digital teacher
Ed Tech Team member
Google Lessons for Classroom
The World is your Classroom ... Literally
How might we engage people?
Food brings people together, happiness ...
The best conversations happen around food.
Think big act small
What comes with a device is pedagogy and agency
New Zealanders we are awesome, we are high ability, but we don't show it to the world enough.
Celebrate your failures
Junior Chat
Teach nz
Paula Jamieson ipads in the classroom.
Oral language in the
Sonic pic
Stem
Scratch
Deputy principal Aorere College
Google Educator, Innovator, English and Digital teacher
Ed Tech Team member
Google Lessons for Classroom
The World is your Classroom ... Literally
How might we engage people?
Food brings people together, happiness ...
The best conversations happen around food.
Think big act small
What comes with a device is pedagogy and agency
New Zealanders we are awesome, we are high ability, but we don't show it to the world enough.
Celebrate your failures
Junior Chat
Teach nz
Paula Jamieson ipads in the classroom.
Oral language in the
Sonic pic
Stem
Scratch
Wednesday, 9 August 2017
Cyclone PLD - SAMR
So what?
I like the comments that you can't we working at a redefinition level all the time with a digital device but that when you do it has the power to transform learning.
What next?
Planning one activity per unit to an augmentation or redefinition level as a team and making an essential part of the plan. This on top of the use of Easy Blog. The PL reminded me why I am like a 'dog with a bone' over Easy Blogger because it makes Augmentation and Redefinition so manageable even with 5-year-olds.
Friday, 21 July 2017
LINC - ED Tracking - ConnectED 2017
Tracking Priority Learners Easily
Presenter: Glenys Williams
Glenys Williams is a Senior Education Consultant at LINC-ED. She is passionate about digitally connecting teachers, students and parents to build partnerships for learning. She works with school leadership teams to implement LINC-ED and maximise the use of its features.
Description
Glenys talked about her experiences how schools are using tools built in to LINC-Ed to target and track different groups of learners/ students within a school or classroom and communicate their learning and progress to different audiences. Glenys demonstrated how Linc-Ed can be used to share snapshots
of learning for "priority learners using different apps (google docs, videos of student reflections using chatterpix, thinglink)
Progress of students can be communicated to other teachers to comment on
or to parents. You can track a range of patterns and trends. Follow national standards progress over time. Parents can continue to follow their child's progress even when they move to a new school as long as the new school is
a LINC-ED school. Digital reporting is the way to go ending a paper reporting. However you can still print off information should it be required.
I now know that in the menu
New information is being added continually to LINC-ED site. Help section is very quick in responding to questions. I recommend the site as user friendly.
ConnectED Allanah King
Presenter Bio
Allanah King is a Learning Facilitator, working for CORE Education to provide Professional Learning Development for teachers. She is based in Nelson working mainly with schools in Marlborough, Nelson and the West Coast. She is an Apple Distinguished Educator, Apple Learning Specialist, Book Creator Ambassador, Google Certified Innovator and Google for Education Trainer.
She reflects on her learning journey via the NZ Virtual Learning Network, Twitter and a variety of blogs and websites. She enjoys learning, sharing and collaborating with others via online spaces and web sites.
Website: http://www.allanahk.com/
In this session we looked at the key attributes and components of an effective e portfolio and at how blogger can be used as a tool for evidencing STP's Standards of Teaching Practice Criteria ready for registration. The STP's now replace the 12 RTC's once used to only 6 STP's. They are supposed to provide holistic descriptions of what quality teaching looks like in Aotearoa New Zealand. In other words to better reflect our contemporary teaching context we have here in New Zealand taking in elements of knowledge, practice, best practice and research.
The idea is that your Professional blogs will be used as a major part of registration.
ConnectED July 2017
21 July 2017
The conference opened with speakers from the following Sponsors: Pb Technology and LINC-ED
Keynote Speaker: Nathan Mikaere-Wallis
Nathan talks about the importance of brain development in the first 3 years of life. It is considered that it is the most important time of a child's life because in this time how the brain develops will influence their entire life span. Nathan goes on to say that the brain is designed as a tool for interacting with other brains and there is research to support that intelligence is not based on genetics but rather how a child is nurtured and initial relationships formed.
Epigenetics: Professor Flynn: The Flyn Effect:
Intelligence comes from the first 1000 days of life. Nathan says it is possible to gauge the level of intelligence a child will have by the words spoken by the mother. A baby has to attach and attune to someone (usually the mother as the primary caregiver) for language to be established. By the time a baby is 1 they are gathering data developing a complex brain. Babies need to attune to one person for the brain to develop. The initial relationship is the most important. Intelligence is not driven by genetics but by many factors babies are introduce to in their early days of life through social and emotional growth, nurture, language and the environment.
Research strongly suggests that Home Based Care is the way to go with a new born baby for their first year. Babies develop a dyad with their primary and secondary caregiver. With rostered care (daycare) data has shown a significant rise in cortisol activity in the brain patterns of babies causing unsettled behaviour.
The Frontal Cortex or the 4th brain is your intelligence. Frontal cortex development depends on the quality relationship the baby establishes in the first year of life. First born children are the ones who gain the most intelligence because they receive the most quality time. The more children there are in a family the more likely the youngest child will not have had the same amount of quality time as the eldest child.
Maturity comes to girls earlier than boys. For girls it is between 18 and 20years of age and for boys to reach maturity it is between 26 and 32years of age. Well that explains a lot.
Perry's Neurosequential Model
Limbic system is the parenting brain - the mammal brain otherwise known as the 3rd brain. According to Nathan this part of the brain is where your social and emotional skills are developed. He goes on to say that it is far more important for children to be exposed to play based learning developing children's interactive skills socially and emotionally. Children are not ready for formal learning until they 8 years old. I would agree. I have taught children that were not ready for school. I am of the belief that we need to consider changing the starting age for school. Making a change from 5years to 6years would be keeping in line with the rest of the world. What Nathan has been sharing all makes sense. The Government or Ministry really need to consider researched based evidence and take another look at national standards. They would have a better understanding of why children don't fit into boxes and the many factors surrounding low achievement for at risk students.
Nathan pointed out a scale between factors of risk and resilience.
The more positive factors build resilience the more likely there will be success for a child and more positive outcomes in life. The more at risk factors a child is exposed to will amount in low achievement and negative outcomes in life.
Again, in Piaget stages of cognitive development children start to develop from the age of 6. Children begin to Plateau by the age of eight because thats when they are ready to learn. Early cognitive acquisition doesn't mean anything under the age of 7years because the limbic system needs need to be met.
What matters for children under the age of 7 is emotional development knowing what their disposition of themselves is as a learner.
Finally, "Meet the needs of the brain as it develops."
The conference opened with speakers from the following Sponsors: Pb Technology and LINC-ED
Keynote Speaker: Nathan Mikaere-Wallis
Ka Tikaka o Ka Roro
The Fascinating Brain
Epigenetics: Professor Flynn: The Flyn Effect:
Intelligence comes from the first 1000 days of life. Nathan says it is possible to gauge the level of intelligence a child will have by the words spoken by the mother. A baby has to attach and attune to someone (usually the mother as the primary caregiver) for language to be established. By the time a baby is 1 they are gathering data developing a complex brain. Babies need to attune to one person for the brain to develop. The initial relationship is the most important. Intelligence is not driven by genetics but by many factors babies are introduce to in their early days of life through social and emotional growth, nurture, language and the environment.
Research strongly suggests that Home Based Care is the way to go with a new born baby for their first year. Babies develop a dyad with their primary and secondary caregiver. With rostered care (daycare) data has shown a significant rise in cortisol activity in the brain patterns of babies causing unsettled behaviour.
The Frontal Cortex or the 4th brain is your intelligence. Frontal cortex development depends on the quality relationship the baby establishes in the first year of life. First born children are the ones who gain the most intelligence because they receive the most quality time. The more children there are in a family the more likely the youngest child will not have had the same amount of quality time as the eldest child.
Maturity comes to girls earlier than boys. For girls it is between 18 and 20years of age and for boys to reach maturity it is between 26 and 32years of age. Well that explains a lot.
Perry's Neurosequential Model
Limbic system is the parenting brain - the mammal brain otherwise known as the 3rd brain. According to Nathan this part of the brain is where your social and emotional skills are developed. He goes on to say that it is far more important for children to be exposed to play based learning developing children's interactive skills socially and emotionally. Children are not ready for formal learning until they 8 years old. I would agree. I have taught children that were not ready for school. I am of the belief that we need to consider changing the starting age for school. Making a change from 5years to 6years would be keeping in line with the rest of the world. What Nathan has been sharing all makes sense. The Government or Ministry really need to consider researched based evidence and take another look at national standards. They would have a better understanding of why children don't fit into boxes and the many factors surrounding low achievement for at risk students.
Nathan pointed out a scale between factors of risk and resilience.
The more positive factors build resilience the more likely there will be success for a child and more positive outcomes in life. The more at risk factors a child is exposed to will amount in low achievement and negative outcomes in life.
Again, in Piaget stages of cognitive development children start to develop from the age of 6. Children begin to Plateau by the age of eight because thats when they are ready to learn. Early cognitive acquisition doesn't mean anything under the age of 7years because the limbic system needs need to be met.
What matters for children under the age of 7 is emotional development knowing what their disposition of themselves is as a learner.
Finally, "Meet the needs of the brain as it develops."
Wednesday, 28 June 2017
What does it mean to Master Mathematics?
Teaching for Mastery in Primary Maths
This article looks at the following:
What does it mean to master mathematics?
What does it mean to master mathematics?
- All pupils can achieve in mathematics
- One curriculum - All pupils are entitled to learn key concepts and skills
- Focus on depth - Deepen understanding before accelerating content coverage
- Fluency, reasoning and problem solving
- Problem Solving
- Reasoning
- Fluency
- Secure the fundamentals
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