Art for Arts Sake

What is ART ?

Wikipedia says ... 

Art is a diverse range of human activities in creating visual, auditory or performing artifacts (artworks) expressing the author's imaginative or technical skill, intended to be appreciated for their beauty or emotional power. In their most general form these activities include the production of works of art, the criticism of art, the study of the history of art, and the aesthetic dissemination of art.

Our focus for term 2 & 3 is visual Art. 

Art is a powerful way to express your ideas and feelings. Here are 
some examples of artistic expression in and around the city of Hamilton 
New Zealand.

    

  

        

Not a Math Person

'Not a Math Person'. How to Remove Obstacles to Learning Math:
by Katrina Swartz.

This paper looks at  Standford Math Educator Professor Jo Boaler and her push
towards change of mindsets. Jo Boaler believes ... what students really need is
"productive practice," approaching the problem from different directions, applying
the ideas and explaining the reasoning. This approach looks at deepening children's
understanding of math in real ways.

https://ww2.kqed.org/…/not-a-math-person-how-to-remove-obs…/

Our Bus Ride - Art for Arts Sake

We took a bus ride 

around Hamilton City

with our buddy class Room 8 

to discover Art in the city.

Rock Korowai

Meteor

Tui at the Meteor

Tongue of the Dog

Anzac Soldier

Claudelands Events Centre

Art around our school

Garden Art

Bruce Moody Session 2

Multiplication and Division overview
New Concept
Fundamentally different way of thinking sees adding as different from counting, multiplying

Children growing embryonic thinking into multiplicative thinking

Sees doubles as two sets at one time.

If a major mind shift is to happen:

• there is a need to clarify our objectives
• deliberate activity is needed
• attention to language is crucial

Multiplicative is not adding it is quantitative.

You can cannot go from skip counting at year 2 to mult-div at stage 4.

Repetition of count

• two possible referents
• two counts are happening
• there is a natural packaging

Everything needs to be visible

Lead children into the experiences so they can see the differences.

eg. 5 monkeys and 10 bananas there are two things going on. The monkeys are one item and the bananas are another item.

Place value is essential in their packaging of 10's

Year 2

• Skip counting
• Equal sharing
• noticing the repetition of things

Language end of year 2

• Package language
• Symbolic language
• grouping
• x2, x5 and x10
• T chart 
• showing students you have repackaged things but the number will always remains the same eg. 12 can 6 bags of 2 or 3 bags of 4 and it would still be 12.

Times is the same as lots of ...

Doubles

We want doubles to come together. We want children to see the link between the copycat number. Children can make links in stories.

Bruce Moody Modelling Session

Room 1 Stage 2

Using a model is what moves them from stage 1 to 2.

If I have $5 in this pocket and $2 in this pocket how much do I have?

Make it. 5 hand and 2 hand. Now show me. How much do we have?

Outlaw counting and go to a model.

Copycat doubles- with fingers. How much do we have.

Next level. Verbal first. I went to the beach and I made 4 sandcastles. So how many did we make. How many did I make, how many did my copycat William make? So how many did we have?

Number bonds

Matching unicon blocks with fingers. 3 and 2 . If one is guessing let them count the blocks but not group. discourage counting

Then I’ve got 5 and I give 2 to Brittnee. How many have I got? - hidden in hand

Repeat with 4 and1

Stage 3

10 people in my team. 7 are boys. How many girls.  

Other team 4 boys, how many girls?

IF you don’t know make it with your hands

Stage 4 is instant recall.      Stage 3 can use a model.

Teams - 10 in a team I have 5 girls and 5 boys

Make your own teams. Now tell me about your team, howmany girls? So how many boys. Does 6 and 4 make 10? Yes I am going to have this team. Now see if you can make another one.

Need a confident answer ‘yes’ if not confident ask them to count them. But aiming for them to know without counting. Does 3 and 7 make 10?

I’ve already got that team. See if you can make another one. Aiming for all the different no bonds combinations.

Creating a natural situation for 10 and 0 to come up. Still makes a team.

Mathematics - Bruce Moody

Opened with a Mihi.

Bruce is a former secondary school teacher and has been involved in Primary School advisory work since 2001. He was once a Numeracy Project advisor but never used a lesson from the booklets. He has presented many workshops and led Teacher Maths Symposiums. He has diploma in Te ara reo from Te Waananga o Aotearoa. Bruce is self employed Maths Consultant, based in Rotorua.

He combines research findings with practical classroom ideas. He helps to demonstrate pedagogical principles to teachers and 'earn the right' to be heard in staff meetings. 

What is the mathematics view?
Maths experts should teach maths.
Maths has its own way of communicating.

The change process - Existing practice versus Numeracy project ---- creating new
The Numeracy Project focus is on Number.
In mathematics - number and strands work together not kept in rigid compartments separate from each other.
Why teach a strategy that doesn't work.
We should teach General strategies. 
What do children actually need to make progress through the curriculum.
Much better to spend time on critical elements 
We want children to be successful with Place value and basic Bonds
Learning doesn't happen over night. 
Looking at number Bonds rather than number facts eg. there are six variations in the bond.
In mathematics education at primary school level, a number bond (sometimes alternatively called an addition fact) is a simple addition sum which has become so familiar that a child can recognise it and complete it almost instantly, with recall as automatic as that of an entry from a multiplication table in ... Subtraction and change unknown.
Models are important. They are the interface between teaching and learning.
Meaningful context enhances learning. Make it purposeful. How does the use of your materials support your maths. I want them to learn this bond so therefore I choose the resources to help them get there. We need to help children access 

Big question: how is the learning going in this process. 
Don't be busy or over teach. Give students time to process. 
Try not to interfere too much. Make sure there is some challenge for the children.

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.






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