Term 1 Inquiry Presentation

-

Comments

  1. Dave Winter2 April 2017 at 15:30

    Hey Mia I really enjoyed reading this inquisitive look into developing knowledge and your new take on this. The need for context and learners to understand why rather than simple rote/repeat made me think. I wonder too given that repetition with context does work if some repetition is more effective than others. Do visuals, rhythms and the fun factor help. It would be interesting to test partner work and learner made DLOs for impact. Thanks Mia really enjoying this would love to find out more when I am at Pt England.

    ReplyDelete

Post a Comment

Popular posts from this blog

Maths PD With Jo Knox

-
Image
Today's PD was about aligning the NZ Number Framework, NZC and the National Standards. I have made some notes around things I found helpful or interesting, especially around the tests we use with our children. This is my first year teaching year 3 and the tips around Gloss I found very interesting and helpful. Thanks Jo Knox!! Some important notes/ things to remember : Because one curriculum Level spans 2 years - we look at early level and end of level. So in year 3 they need to be early level 5 - at the end of stage 5 by the end of year 4. Knowledge and strategies are interwoven or interlined We need to think about what tool is most appropriate - Jam or Gloss? Assessment isn’t just a one-off thing … it can be a chat you have with students. Summative - tape measure - MEASURING - gives you a mark/score. SUMMARISES what the child knows. Formative - what can I do differently to affect the growth of that flower (student in our case) - informs what learning
Read more

What's New?!

-
Image
Kia Ora Whanau. It's a while since I last posted - please excuse me. I have returned from an amazing, almost 3 month trip around Europe. How lucky am I? I flew to London, and from there visited Greece (Mykonos and Santorini), Spain (San Sebastian), Paris, Croatia and Italy! A lot to fit into just under 3 months… I had an absolute ball. I travelled mostly alone but met friends in Spain and Croatia. I have travelled alone through Vietnam earlier in the year and although many may think it is a lonely experience I find it quite the opposite. Staying mostly in hostels I was amazed at how many other people were travelling alone, so straight away there are people you share a common trait and conversation starter with. Travelling alone makes you get out of your comfort zone. I found myself really putting myself out there and making an effort to walk up to people and spark a conversation. I am certainly not a shy person but I think in daily life I am mostly around people I know, colle
Read more

Second Session with the DIMC Mentor Don

-
Image
To recap, my Inquiry question for this year is: Would the everyday, explicit and rich teaching of mathematical language, coupled with step by step techniques of unpacking word problems, help my learners to better understand mathematical concepts, and better answer questions and explain how they got their answer?  Last term  I did a lot of work around how we 'unpack' a word problem (essentially using the DIMC approach) and doing lots of learning around mathematical vocabulary.  A recap of how I have been implementing this in my maths class with my learners:  When looking at a word problem: What is the story about/ What do we know from the story? We have spoken about the word ‘context’ and what this means. With every question I have introduced to the children they have had to explain the context of it.  What are we trying to find out? Once the group is able to agree upon a way they may go about solving the problem they are given paper to being their working.  We  ma
Read more