Staff meeting 21 june 2010

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  • Recap from 31 May Staff Meeting
  • Recap from 31 May Staff Meeting The message is Not just one source of information! Pg 10 of the Maths Standards that “Knowledge” by itself is not enough. Basic facts Solving problems and modelling situations and Independently and most of the time.
  • Recap from 31 May Staff Meeting A summary Multiple sources of evidence give a more accurate picture of the student’s performance. Teachers can use evidence from a range of varied sources. What is happening in your classes?
  • Moderation has been done in the past with one piece of evidence To make an overall teacher judgement we need multiple pieces of evidence to be moderated. If this is for reporting purposes it a summative decision – it can also feed into next steps of learning Moderation before teaching is there a place for this How familiar are you with the fact sheets available online??
  • You need to be familiar with number stage/ curriculum levels . The challenge now is how do we make judgements in relation to the other strands. Consider how you as leaders of learning could use these tasks in your school.
  • All these will be part of a unit NOT a one off task/ test Number: FIO Number Book 3 Level 3 “The Strategy Strut” pages 6 and 7 FIO Number Sense and Algebraic Thinking Book 2 Levels 2 and 3 “Pick a Plate” pages 8 and 9 Statistics: Choose one from the Revised FIO Statistics Level 2/3 “ Choice Square” pages 1 and 2 “ Greater Heights” pages 4 and 5 “ Too Much Telly “pages 6 and 7 - good lead into argument writing Geometry Choose from one of the FIO Geometry Level 2/3 “Boxes of Tricks” page 8 or “Roll Over” page 9 Level 3 “Different Viewpoints” pages 8 and 9 and “Good Points about Triangles” page 1 Measurement FIO Measurement Level 3 “Growth Industry” page 5 or “Cuboid Construction” page 10 Kaylene’s Giant Invasion Then look in the Mathematics National Standards book or poster and see which end of Year the task could provide evidence for. Remember the task will/may be broader than fitting one National Standard and across the domains. What other evidence can you gather within Mathematics and across the curriculum? e.g. writing From what the student has done are you able to place them at a standard?
  • Definition of rich accessible and extendable, one which allows learners to make decisions, involving learners in testing, proving, explaining, reflecting and interpreting, promoting discussion and communications, encouraging originality and invention, encouraging 'what if' and 'what if not' questions, enjoyable and contains the opportunity for surprise.
  • Hand out a copy Dont spend time discussing this
  • Staff meeting 21 june 2010

    1. 1. Otorohanga Primary School 21 June 2010 <ul><li>Mathematics Standards for Years 1-8 </li></ul>
    2. 2. The Big Picture June 21, 2010 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO NZC Evidence Gathering National Standards
    3. 3. Multiple sources of evidence from: June 21, 2010 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO OBSERVING: Classroom interactions and observation Modelling books Student behaviours Written recording Think boards Students work books GATHERING: Assessment Tools e.g. GloSS, IKAN, NumPA (part or all of it.) PAT, ARBs, asTTLe CONVERSING: Learning Conversations Group, individual, Student voice: Questioning, Explaining, Discussing
    4. 4. <ul><ul><li>Overall Teacher Judgements </li></ul></ul><ul><ul><li>No single source of information can accurately summarise a student’s achievement or progress. A range of approaches is necessary in order to gather a comprehensive picture of the; </li></ul></ul><ul><ul><li>areas of progress and achievement. </li></ul></ul><ul><ul><li>areas requiring attention, and </li></ul></ul><ul><ul><li>what a student’s unique progress looks like. </li></ul></ul><ul><ul><li>It is necessary to draw on multiple sources – not multiple tests. </li></ul></ul>
    5. 5. Moderation <ul><li>Effective assessment practice involves moderation. Moderation is the process of teachers sharing their expectations and understanding of standards in professional discussions with each other in order to improve the consistency of their decisions about student learning. </li></ul>June 21, 2010 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO
    6. 6. Mathematical Tasks <ul><li>Making the link to NZC and Mathematics Standards </li></ul><ul><li>An example of a task that could contribute to an OTJ. </li></ul><ul><ul><li>Choosing an appropriate task. </li></ul></ul><ul><ul><li>Not an “extra” but part of the natural progression of the unit of work. </li></ul></ul><ul><ul><li>Meaningful contexts </li></ul></ul><ul><ul><li>Not a test! </li></ul></ul><ul><ul><li>Look for complexity in the task and determining the different responses children may give. </li></ul></ul>June 21, 2010 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO
    7. 7. Your Task <ul><li>Too Much Telly </li></ul><ul><li>Work through your task with your group. </li></ul><ul><li>Identify the ways that students may solve the task. </li></ul><ul><li>Use your Mathematics Standards book/poster and NZC to determine the best fit in relation to the standards. </li></ul><ul><li>Report your defensible/dependable judgement to the rest of the group. </li></ul>June 21, 2010 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO
    8. 8. What Is a Mathematically Rich Task? Rich tasks open up mathematics. They transform the subject from a collection of memorised procedures and facts into a living, connected whole. Rich tasks allow the learner to 'get inside' the mathematics. The resulting learning process is far more interesting, engaging and powerful; it is also far more likely to lead to a lasting assimilation of the material for use in both further mathematical study and the wider context of applications.
    9. 9. <ul><li>Rich tasks can enable students to work on mathematics in some of the following ways: </li></ul><ul><li>Step into activities even when the route to a solution is initially unclear </li></ul><ul><li>Getting started and exploring is made accessible to pupils of wide ranging </li></ul><ul><li>abilities </li></ul><ul><li>Pose as well as solve problems, make conjectures </li></ul><ul><li>Work at a range of levels </li></ul><ul><li>Extend knowledge or apply knowledge in new </li></ul><ul><li>contexts </li></ul><ul><li>Allow for different methods </li></ul><ul><li>Have opportunities to broaden their problem-solving skills </li></ul><ul><li>Deepen and broaden mathematical content knowledge </li></ul><ul><li>Have potential to reveal underlying principles or make connections </li></ul><ul><li>between areas of mathematics </li></ul><ul><li>Include intriguing contexts </li></ul><ul><li>Have opportunities to observe other people being mathematical or see </li></ul><ul><li>the role of mathematics within cultural settings </li></ul>
    10. 10. Profiles <ul><li>How will we record this </li></ul><ul><li>Design a template for a “rich task”. </li></ul><ul><ul><li>Headings (links to curriculum / national standards / numeracy) </li></ul></ul><ul><ul><li>Sections </li></ul></ul><ul><ul><li>Student recording onto the sheet? </li></ul></ul><ul><ul><li>Overall Teacher Judgement </li></ul></ul><ul><ul><li>Moderation </li></ul></ul>