STP 4

STP 4 Learning Focused Culture

Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

• Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.

• Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.

• Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.

• Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.

• Create an environment where learners can be confident in their identities, languages, cultures and abilities.

• Develop an environment where the diversity and uniqueness of all learners are accepted and valued.

• Meet relevant regulatory, statutory and professional requirements.

STP 3

STP 3   Professional Relationships

Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.

Engage in reciprocal, collaborative learning-focused relationships with:

– learners, families and whānau

– teaching colleagues, support staff and other professionals

– agencies, groups and individuals in the community.

• Communicate effectively with others.

• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.

• Communicate clear and accurate assessment for learning and achievement information.

STP 2

STP 2. Professional Learning

Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

• Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a   range of sources.
• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
• Engage in professional learning and adaptively apply this learning in practice. 
• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.
• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.

STP 1

STP1. Te Tiriti o Waitangi partnership:
     Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi                     partnership in Aotearoa New Zealand.  

• Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.
• Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.
• Practise and develop the use of te reo and tikanga Māori.

Our Code, Our Standards: Standards of Teaching Profession 2018

Code of Professional Responsibility and Standards for the Teaching Profession.


Education Council - Our Code, Our Standards

Our Code, Our Standards download

Math Session 4 Bruce Moody

Math session with Bruce Moody

5/9/2017

Room 1

Doubles

Facts to 5

5 and using a model

Relating fingers to model of blocks

Fishing storying - 7 fish give Abdi 5 how many fish have I got?

Then change story but keep numbers - I have $5 in this pocket and $2 in this pocket how much do I have? I spent $2 how much left?

Bruce Moody 3

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.