Liana's Power Point
Reflections...
What has worked well:
§ For older ch'n we get more flow using DMIC
§ Children are very familiar with the norms and feel they 'own' them
§ There now seems to be more time for sharing at the end, which works well given that we don't need to put so much time into the norms
§ Children with well-established number knowledge really enjoy the problem solving approach
§ Love having the modelling book
§ There is a happy ripple effect in that the norms transfer into other curriculum areas, and throughout the children's days
§ Some kids quite naturally apply the norms into other curriculum areas and other parts of the day
§ The process is now much clearer (the teaching happens after the inquiry part).
How students feel and act:
§ Some (older) kids really enjoy and thoroughly climb into it
§ Quieter children as well as those with less number knowledge to start with will eventually benefit but it's a very long row to hoe with them (especially, the 'silent' child)
§ Confidence developing over time
Struggles:
§ Children who, as they turn 5, are still very, very immature (behaviour remains a challenge with many) and have a low level knowledge foundation (modelling; pairing; very hard for US, but think about what's important for THEM; use 'knowledge on the side' to set these children up for success )
§ Assessing the children
A couple of pointers:
Good idea to start the second day with the sharing that there wasn't enough time for the previous day. Some teachers like this; others find it too hard, especially teachers who are working collaboratively.
Add notes from back of the Communication Framework.
Keep the focus on developing the class climate:
§ what can I do to change the climate especially if there is dominance by one or two children?
§ choose the quiet child's group to share back and when they have ordered their sharing, ask the quiet child to choose the part that they feel most confident to share and then tell them that that's what they're sharing and help this child to frame up their part using modelling
§ sometimes ensure that the dominant child doesn't hold the floor by saying "stop" in the middle of the sharing and saying to another child "right you're taking over now" (for that dominant child he or she could have a norm of their own: "I'm working on ensuring that others have the chance to speak in sharing time")
§ be very specific when praising e.g., "well done that was a great explanation because..."
Representing Reasoning:
§ The range of representations can be wide and various: acting out, drawing a pic, visualising, making a model, using symbols verbalising or putting into words, using materials...
§ Great to ask children to re-represent: ...
Tivaevae activity...
§ so many different ways to solve this problem...
§ Liana talked us through the various strategies, including 1:1 counting!
§ we looked at visual representation, and various possibilities which children had actually come up with
Home context for problems and group work...
§ We get most of our contexts from the children's interests/passions (e.g. Thunderbirds)
§ Other ideas for Term 3 could be: scooters, poi, number of letters in our names, number of family members, favourite activities, a problem related to Waltham Pool
§ Conversations with kids and their parents
§ The idea of the teacher putting a chart up on the wall on to which children write their name plus a friend's name and then a context; this means that the teacher isn't waiting for the children, rather the children are giving
§ Skip and Bounce go home and have to report on what Maths they see in each home! Then the teacher can write the problem based on what is written up in Skip and Bounce's book
Helping students clarify their thinking and the thinking of others:
§ Wait time is SOO hard (this can be a good goal for many teachers!); student talk is the most powerful thing for student learning
§ Turn and talk (especially good for little ones); use during warm ups/hot spots; use in generalising, e.g., "What happens if...turn and talk." During the launch: chance to chat, followed by teacher asking anyone/someone what is the story about? No hands up - the children need to know that anyone can be asked. Also important to use 'we' and 'us', not 'I' and 'me'
§ Stop and jot (e.g., "What have you learned today? Stop and jot")
§ Will you share that with the class (a key idea for example, revoice) pause during small group inquiry and ask a child to stand and share
§ Say more - when asking for an add on, try not to be specific
§ Revoicing: both students and teachers can use this talk move.
Talk moves that help students orient to the thinking of others:
§ Use the least amount of teacher talk possible
§ Some of the repeat options could be rephrased, e.g., "Who can say that again?" rather "Can you say that again?" Take out the 'Who' (which only encourages hands up...)
Talk moves that help students deepen their own reasoning:
§ What is your evidence? 2 representations helps here
§ How did you get that answer? Using a diagram can often actually clarify even with much older kids
Talk moves that help students engage with the reasoning of others:
§ if 2 groups agree, get the second group to explain their reasoning and if it's different from the first group's, can the second group explain why and how their working and thinking is still 'valid'
A lesson:
§ Anticipate (planning); some independent children would be capable of independently engaging in a DMIC problem (e.g., same as Tuesday's problem but just change the numbers and let them go for it!)
§ Set norms and launch
§ Monitor (close listening and monitoring; assigning roles, etc.)
§ Select - which solutions contribute to the lesson goal?
§ Sequence - unanticipated responses can be inserted as appropriate; sequence anticipated responses to support the mathematical goals of the discussions
§ Connect (connections fall into place once you have monitoring and selecting sorted); thoughtful planning is essential.
Think about:
§ use of quick images?
