Saturday, 10 October 2015
Flexible Groupings
Maths with Cindy - (14 August) Flexible groupings and Talk Moves
http://nzmaths.co.nz/mathematics-inquiry-communities
This term Cindy and I are co teaching.
We will review it after 2 weeks to see how we are going. We have thrown away ability grouping and instead are using mixed ability problem solving groups.
I want to GLOSS test some of these learners to see if there is any change. They appear to be thinking more and I am surprised at what they are capable of. I am still not convinced the lower kids are being fully immersed in what is happening in their problem solving group.
Talk Moves
Maths with Cindy - (14 August) Flexible groupings and Talk Moves
http://nzmaths.co.nz/mathematics-inquiry-communities
https://vimeo.com/115243231
After watching this and reading the article I created an outline in kids speak of what I was expecting in group problem solving. We revisited this often in Term 1 and 2 and the kids did become better at listening to each other. There was an expectation that all children in the group contributed and questioned each other if they weren’t sure.
The kids were given problem solving books to use as a group and the groups were set up with a range of abilities.
Will a focus on student discourse improve the mathematics achievement of lower achieving students?
Will a focus on student discourse improve the mathematics achievement of lower achieving students?
Developing Mathematical Inquiry Communities
This exemplar describes how two teachers worked to develop classroom learning communities in which students learned to engage with the teacher and each other in mathematical inquiry, reasoning, and argumentation.2 It traces significant changes in teacher knowledge and pedagogy and in student behaviour and mathematical practices through a collaborative, school-based, professional learning process
After watching this and reading the article I created an outline in kids speak of what I was expecting in group problem solving. We revisited this often in Term 1 and 2 and the kids did become better at listening to each other. There was an expectation that all children in the group contributed and questioned each other if they weren’t sure.
The kids were given problem solving books to use as a group and the groups were set up with a range of abilities.
This term Cindy and I are co teaching.
We will review it after 2 weeks to see how we are going. We have thrown away ability grouping and instead are using mixed ability problem solving groups.
I want to GLOSS test some of these learners to see if there is any change. They appear to be thinking more and I am surprised at what they are capable of. I am still not convinced the lower kids are being fully immersed in what is happening in their problem solving group.
Maths with Cindy - (14 August) Flexible groupings and Talk Moves
Reading: The Mathematics of Hope: Moving from performance Learning in Mathematics Classrooms Jo Boaler, Professor of Mathematics Education, Stanford University
The reading promotes the idea that students need to see mathematics as a subject of learning, not performing and that is ok to make mistakes.We should be viewing these mistakes as learning achievements rather than learning failures. When students make mistakes in maths their brain grows! It also promotes the idea of removing fixed student groupings and replace them with flexible groupings that recognise that students have different strengths at different times.
It is week 8 and I have GLOSS tested a few students in the AT RISK group. They have shown some positive movement, which is pleasing, but I have started to wonder if there are other ways in which we could be co teaching. I think the planning on Docs is great. We can both see what each other is planning to teach. I like the taking turns to teach knowledge. I think we are both learning off each other. What I am wondering is if we are both taking the same approach each day, what happens to the other parts of Maths that is not being taught or practiced. This week I have set my group up with Khan academy because there is no where else in the day to do this. They are totally engaged and even Keegan who is disillusioned by the thought of Maths is having success and earning badges. He is amazed when he reaches Mastery in a maths area. I wonder when the kids get time to learn their basic facts and practice their Maths skills and knowledge through Maths games, if we are both teaching through problem solving every day.
If I wasn’t co teaching in Maths, these activities would naturally happen because I would be with the problem solving group.
Moving from Performance Learning
Reading: The Mathematics of Hope: Moving from performance Learning in Mathematics Classrooms Jo Boaler, Professor of Mathematics Education, Stanford University
The reading promotes the idea that students need to see mathematics as a subject of learning, not performing and that is ok to make mistakes.We should be viewing these mistakes as learning achievements rather than learning failures. When students make mistakes in maths their brain grows! It also promotes the idea of removing fixed student groupings and replace them with flexible groupings that recognise that students have different strengths at different times.
It is week 8 and I have GLOSS tested a few students in the AT RISK group. They have shown some positive movement, which is pleasing, but I have started to wonder if there are other ways in which we could be co teaching. I think the planning on Docs is great. We can both see what each other is planning to teach. I like the taking turns to teach knowledge. I think we are both learning off each other. What I am wondering is if we are both taking the same approach each day, what happens to the other parts of Maths that is not being taught or practiced. This week I have set my group up with Khan academy because there is no where else in the day to do this. They are totally engaged and even Keegan who is disillusioned by the thought of Maths is having success and earning badges. He is amazed when he reaches Mastery in a maths area. I wonder when the kids get time to learn their basic facts and practice their Maths skills and knowledge through Maths games, if we are both teaching through problem solving every day.
If I wasn’t co teaching in Maths, these activities would naturally happen because I would be with the problem solving group.
Flexible Groupings
Maths with Cindy - (14 August) Flexible groupings and Talk Moves
http://nzmaths.co.nz/mathematics-inquiry-communities
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