Staff meeting with Rob 25/05/2021

 Link to Rob's slideshow

Planning a week:

• Warm up
• unit focus
• warm down

...say 5 sessions over a fortnight, plus a rich learning activity (see below), include a problem to see what the students already know; one session to focus on retention: routine, opportunities to reactivate and apply = 8 sessions.

Move and Prove:

Ch'n need to have the understanding and language to prove; don't forget that the middle is the safe place (and if you're in the middle you need to be able to say why they didn't like this answer or that answer)

Following an initial Move and Prove, you could teach to the focus and then revisit the Move and Prove on Friday, or whatever, to see whether everyone in the room can voice their thinking. Can you rephrase or revoice? If you're in a corner you must be able to do these things. This is a rule!

Which One Does Not Belong? (dice, finger pattern, tens frame, TT2 sticks, counters, etc.)

Ongoing records will keep just in time assessment alive.

NZMaths:

• units of work by strand ---> LTPs (there are full year plans there)
• rich learning activities (1 per fortnight would be enough); pre enquiry or at the end; describes the procedural vs the conceptual approaches; one of these could be used per term for moderation purposes
• problem solving activities for diagnostic purposes; these include supports to develop pedagogical content knowledge

Pepper the week with formative assessment snapshots.