DMIC PD 26/2/18

We had a PD session on DMIC in our staff meeting on Monday where we practised working on a maths problem collaboratively at different levels.

Key messages from the session were:
- The maths problem needs to be challenging enough that no one child can solve it on their own - they need to work collaboratively.

- The teacher needs to have high expectations of all students.  These can be used to motivate - e.g. 'I'm going to give you a really tricky problem because I know you are capable.' This can empower children.

- The problems need to be engaging.  For example use a cultural context or something that the children are into.

I found it useful to have the facilitator clarify some points about how the maths lesson should be set up and structured.

- The groups should be pre-organised and written into the modelling books.  Year 0-2 children should be in pairs, or if a child is a non-counter, buddied up with two counters.

- The half of the class that is not working with the teacher should be engaged in quiet, meaningful work, but DMIC does not specify exactly what this is.  It could be a problem they have worked on with the teacher the previous day but with the numbers changed.

- The warmup is not a chance to teach the strategy that will be used in the problem but a chance to work on number knowledge etc.  It can be something unrelated to the problem, for example choral counting.

- The teacher should keep a journal with anecdotal notes about how the children approach the problems.  This 'professional noticing' helps teachers to understand where children are at.

- Maths planning should be shared in team meetings.

- Role playing can be used to set up the routine parts of the sessions - for example children can role play speaking in a clear voice to the class (and what happens if they mumble when presenting).

- For juniors, when a group is presenting, the teacher draws what they are saying.

- Connect back to the big idea at the end.

- Connect to the context - if the answer is '435' - '435 what?'

Kohia PCT course 14/2/18

Today I attended the first session for the PCT course for 2nd year teachers at Kohia Education Centre. I did not attend the first year part of this course so it was interesting to see what was covered and I can see it will be valuable to connect with other teachers at a similar stage in their teaching journey. Below are my notes from the session:

Choose a picture and introduce another person not yourself - less social risk.

Teacher sharing little stories from morning tea - introduce new vocab - e.g. eating
lamingtons at morning tea…

Making parents feel welcome - share culture, what their child is good at, taking
away parents’ fear of school.  

Make sure evidence in portfolio links to PTC.  

Make sure reflections are targeted and critical - have a “so what.”

Can follow this structure: Description/Interpretation/Outcome

Make sure there is a narrative to follow.  

Deliberate Acts of Teaching

Questioning ‘“I wonder…”

Feedback - specific!

Record yourself….see how much you are questioning.  Effective questioning?

How much are you using the deliberate acts of teaching?

Can reflect on this.  

“I wonder why…” gives the impression that there’s not a right or wrong answer.

Importance of wait time/thinking time.

Can talk the night before about what children could write about the next day.  

Push number knowledge.

Setting up for success

“It’s your lucky day” - system for monitors - lucky day person gets to tidy library corner,
do lunches etc.  
Have alliterative name.

Set up better system for early finishers.

Morning routine photographed and put in steps.  Can send home to parents.  

Establish one out of reading, writing and maths first, then bring others in.  

Literate environment

Oral language is a prerequisite for writing.  

Rich oral language

Classroom filled with texts

Motivating area to inspire writing - eg. area that

Kids need to see good models of handwriting as well as typed words!
 Handwritten poems, for example.

Writing lessons should be about writing skills not content knowledge.

Writing topics need to be open enough for all children to access.  

Approaches to reading:

Reading to

Shared reading - modelling decoding, making meaning, thinking critically.

1st reading predicting, links to prior knowledge, reading for enjoyment.

Follow up could be dramatising the text!

Visual language - follow up

Innovating text - writing sentences based on the sentence structure in the book-

Eg. Brown Bear, brown bear what do you hear?  Honour, Honour, what do you hear?”

Shared reading book - sample weekly plan for Grandpa, Grandpa

M - WALT use our prior knowledge/make connections

Focus: what do you like doing with your grandpa? What makes grandparents special?

T - WALT understand punctuation

Focus: Full stop, question mark

W - make word families

Focus: -et word family

Th - WALT read fluently/think critically

Focus: What did the author have to know about fishing to write the story?

F - WALT be creative

Focus: Make a collage about your grandpa

What Does the Tide Bring In?

Where did your feet take you in the holidays?

Portraits?

Sand names?

Monkey’s Shoes

M - would a monkey really wear shoes?

Vocab around shoes

T - Introduce word ‘pair’ What else comes in pairs? Solve maths problem about pairs of shoes

W - Punctuation

• Bring in a whole lot of shoes - classify the shoes.
  
  

Th - Make a list of ‘sh’ words

F - Design and make your own shoes - make an advertisement for your shoes. Identify positive

features of shoes - oral language - “These shoes are flexible and will make you run fast.”  

Guided reading

Tumble - a couple of activity they have to do: Browsing box, poetry book

Then...as long as you’ve done good reading to, shared reading, guided reading...they can choose

puzzles etc. Put say five things on the board. Playdough, cutting, construction, writing table

(make little books).  Blocks etc (learning to share).  

Lego - challenge to make things from the big book.  

Consequences for noise etc - “Pack up that activity and go to the library corner.”

Independent reading

Poems/songs

Another way to get children’s eyes across print!

Use nursery rhymes

Skills flow - match sentences with a picture.  

Kids listen to sentence, repeat sentence, match it with a picture.

Then describe pictures in writing.  

Eg. Before school I put up my star name.

After lunch I read quietly from my book box.  

4-6 pictures.

Book recommendations:

The Time it took Tom - good maths picture book

Row, Row, Row your waka

Discovery Time: Learning Through the Key Competencies

The Essential Oral Language Toolkit

Takeaway:

The main messages I got from today's session is the importance of reading to children (something I do a lot in my classroom), the importance of sharing stories about ourselves with the children (something I need to do more) and how to structure a week's worth of shared reading sessions around a big book.

I will try following Andy's structure for planning activities around the big book next week and see how these activities help the children engage with the text.

Another message I got from today was that it is important that children see good models of handwritten text in the classroom. I often spend time typing and printing things to feel like they look 'professional' and this was a good revelation for me!