welcome to lead teacher workshop one 2009 your facilitators are rose golds and marie hirst
DESCRIPTION
Welcome to Lead Teacher Workshop One 2009 Your facilitators are Rose Golds and Marie Hirst. Overview. 9.15 - 10.15 Introductions and Warm Up Activity What’s New? Needs for this year BREAK - Mix ‘n Mingle 10.45 - 12.30 New LT’s Supporting Pick ups and Assessment Experienced LT’s - PowerPoint PPT PresentationTRANSCRIPT
Welcome to Lead Teacher Workshop One 2009
Your facilitators are Rose Golds and Marie Hirst
Overview9.15 - 10.15• Introductions and Warm Up Activity• What’s New?• Needs for this year
BREAK - Mix ‘n Mingle
10.45 - 12.30New LT’s Supporting Pick ups and Assessment
Experienced LT’sStudent written recording
Introductions
Marie,
TEAM Solutions, Facilitator
2001
Seeing “your” when it should have been written “you’re”
Now meet the person next to you!
Name, School,
Position/Year Level in school
How long you have been the Numeracy Lead Teacher
Something that annoys you!
Contact List
Maths Activity
SNATCH!
On “go!”, each person collects 5 sticks and then places them in order.
Thinking about mathematical tasks
Student Thinking Math Content Effective Pedagogy
Where are they on the framework?
What misconceptions do they have?
How can I address them?
Using Effective Pedagogy and increasing the value of a mathematical task
• Join with a partner and order your sticks.
• What 3 other values could be placed between 0.2 and 0.32?
• If you know 0.5 > 0.3 what else do you know?
• What is the mean, mode, median of your numbers?
• Add / multiply your sticks or pairs of sticks
• Write your numbers in words
• Match the sticks to place value descriptions / pictures
What’s New?
Lead Teacher Symposium
Waipuna Conference CentreThursday 30th April or Friday 1st May
Closing date for registrations: 27th March
Registrations need to be sent by post with cheque
Term 2 Lead Teacher Workshop (9th June) Sharing from symposium in small groups.
National Standards
• Not just one test!• Report clearly to schools• More info will be given at the Lead Teacher
Symposium
Wiki Spacehttp://mathsleadteachers.wikispaces.com/
E-asTTle
• Who is using asTTle or e-asTTle at present?• Case Study possibility.
Student’s Written Recording
Marie Hirst
Why use written recording?
To reduce the mental overload when solving a problem.
To communicate ideas to others
Scribbled Notes
Formal Algorithm
Written explanations
Equations
Informal diagrams
Formal diagrams
Students Teachers Parents
Student Recordingwhat are the issues?
• Do students need to show their thinking for every question?
• Does recording have to be neat?• Share any examples you may have.
Informal or Formal?
25 + 38 = 63
25 6563
+40
-2
Group Activity
• Get into 3 groups• Counters, Adders, Multipliers• Discuss what recording you think children
should be using.• Share ideas and discuss the examples of
written work given.
• Re-arrange your discussion groups and report
back.
The Role of The Teacher
• Watch the DVD of written recording during a strategy session
• What recording was done and why?• What were the mathematical symbols
introduced? -why?• Why could the teacher include children’s
names in the recording• What value did the written recording add to
the lesson?
What do you think it is important for the teacher to record whole modelling?
Teacher’s Written recording
Written recording by the teacher is a useful tool for decoding what is happening to the materials so that the numbers make sense!
Tips for teachers recording• Make connections between the numbers and
the materials• Use words where possible not digits, • Use arrows not =
e.g. 56 5 tens and 6 ones
2009 Needs Analysis
• Lead Teacher Human Bingo
Think of a Number
Your answer is 2
Think of a number
Add 1Double it
Add 6 Double again
Take away your original number
Divide by 4
+ 1
+ 2+ 8+ 2
+ 2
Think of a number again!
Think of a number
Add 12Multiply it by 6
Take away your original
number
Halve it
Take away your original number again
Halve it again
Your answer is 3
Reflection
• What will you take away and share with your staff?
• Is there any further support/resources you need for this to happen?
Thought for the day
Human beings share 99.4% of their DNA with the chimpanzee and 50% of their DNA with the cabbage.
Queen Esmerelda’s Coins Queen Esmerelda has 20 gold coins. She puts them in
four piles. • The first pile had four more coins than the second• The second pile had one less coin than the third• The fourth pile had twice as many coins as the second. How many gold coins did Esmerelda put in each pile?
Hint: which pile shall we call n?
nn-1n -1 + 42(n-1)
5n = 20, therefore n = 4
7 3 46
Name that Decimal(from Number Sense Grade 6-8)
• How could you enrich this task and encourage greater effective pedagogy?
•Create their own
•Link to other things they know -use fractions
•Put into real life contexts
Counting Students
Informal Diagram
(e.g. 5 + 3)
Formal Diagram
(e.g. 8 + 5)
Additive Students
Informal Diagram
e.g. 25 + 38
Formal Diagram
Multiplicative Students
Informal Diagram
e.g. 6 x 24
Formal Diagrams
Proportional Students
Informal Diagram
e.g. 3/4 ÷ 1/3
Formal Diagrams
Written recording steps for algorithms
56 + 27 5 tens and 6 ones 2 tens and 7 ones
7 tens and 13 ones
1 ten and 3 ones
8 tens and 3 ones
83
1
5 6
2 7
8 3