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Otago maths association pd 2014
Dr doing maths
 Dr Michelle Dalrymple
 Cashmere High School
 Plenary speaker
 This is what she said:
Why students don’t achieve:
 Myths
 Maths is for maths people
 Maths is an innate talent
 Parents are poor at maths, ergo…
 Students who are good at English are not
good at Maths
 And more…
Teachers mixing it up
 Sometimes, we don’t see it, but we can
get it wrong.
 Need to ask ourselves “what will it look
like in the end?” for the student
Get rid of the kid
 When teachers give up; students can
give up
 Swapping students out of your class is a
form of giving up
 Letting students be excused from
participating in class is a form of giving
up
Praise breaks motivation
 (not a myth)
 Evidence available
 Focus on what students can do can
impact negatively
 Focus on how students got there
Stunted relationships
 Breakdown of relationships between
maths teachers and the students
 Support for maths teachers and their
relationships will be beneficial to student
learning
 Must focus on supporting maths
teachers.
There’s more…and its real
 Discipline of maths is wrought with
issues a lot of the time only maths can
fix, but maths can help other disciplines
 Some issues in the maths class are
specific to maths, and some of those
issues involve maths.
Demands on a student
 Discipline
 Developing habits of discipline
 Knowing when to be still because the
brain needs time to process.
 Avoiding distractions
The maths teacher must
 Never give up on a student
 Make mistakes part of the lesson
 Make mistakes part of the success
 Praise the mistake that was made
because it leads to success
 Recognise processes and rules in maths
are important
Science proves it
 Mistakes make the brain grow
 Check out Carol Dweek’s Growth
Mindset
Our colleagues can
 Support the maths teacher by helping
students reconnect with their teacher,
rather than provide a way out/a way to give
up.
 Know that students need to understand
boundaries of the maths classroom
 Know that successful acquisition of maths
knowledge mostly needs a calm
environment
KC and Tataiako
 Drawing on Key Competencies to make
maths work in the classroom involves
relationships
 We got this
Workshops
 Dr Michelle Dalrymple
 Junior programme
 Grant Ritchie
 Probability
 Nicola Ingram
 BOYD
Scheming
 What to plan and when
Top down
 When planning schemes, work from the
top down
 Put emphasis on stats and probability,
but not in the same year level
 Suggest Stats at Year 9, Prob at Year 10
 Avoid using activities across year levels.
That last point
 An activity used in Year 9 should not be
used in Year 10, unless
 It is used as a review
 In a case where students had not used it
previously
…because
 It undermines the validity of the current
topic
 Increases feelings of inability if students
know they are doing work they did the
year before
 Eats up confidence
Focus
 Helping students recognise when they
are using maths
 Using games
 Praising mistakes
 Developing learning plans based on
what needs to be done in Year 13, etc
Probability
 Focus on
 Games
 Language
 Discussion
 Excellence answers
 What is needed in Year 13
BYOD
 with Naomi Ingram
 Looking at tools, uses in the maths
classroom, what is in store
2017 assessment
 Already trialled in a number of schools
 Biggest glitch to date has been inability
of assessment programme to allow
students to go backwards and forwards,
after having gone backwards.
 1.2 Assessment completed online
Research
 Shows use of devices up to only 20% of
class-time in subject of maths
 New apps overwhelm student learning
of key maths steps
 Mastery of key maths skills does not rely
on EDs
 EDs used for research, posters,
googledocs, homework
Concerns
 New apps may outsource need for
graphics calculators
 New apps able to read and solve maths
problems being developed
 Demands on classroom teacher to use
EDs that are detrimental rather than
helpful
 Expectation that EDs are the answer
Reality
 Year 13 students prefer graphics
calculators.
 Online assessment authenticity easily
compromised
 Students trying to use apps to solve
maths problems are not maths students
 Little use of EDs needs to be acceptable
in maths
List of resources
 http://www.oma.org.nz/resources.html
 What? Only our school have used IXL
and others hadn’t heard of it?
Differentiated learning
 Ended up doing a mini workshop with
people about how to develop DL in their
classrooms
 Thanks to Munro Doran
 So…
From the PD
 We are already ahead of the pack when
it comes to using Inquiry and Tataiako
because we are using the key
competencies, cultural key
competencies and inquiry cycle to help
 We have a scheme
 We are hitting the BYOD
 More things that stood out included use
of hands on activities, taking time in
class to korero
 What is interfering in our success?
Things we can do
 Use colour
 Paper
 Card
 Felts
 Use Talking Points
 Interchange Grid task with Talking Points
 Write up three questions and let them talk.
You listen.
Talking points
 Luke Skywalker has three minutes to
prepare for battle, he is most likely to
grab
a) A first aid kit
b) His light sabre
c) Light sabre batteries
Listen
 Listen out for rationale
 What prior knowledge can you place?
 Aside from who hasn’t seen any of the
Star Wars films, what gaps are
becoming clear?
 Who used key words? What are they?
How were they used?
Three level guide
 Its an English thing, but it can work in
our classes:
 Develop Talking Points with three
questions: easy (A), difficult (M), more
difficult (E).
 Refer to the marking schedule to help
Not an OSEM fan
 Sorry
 S and E…eek
 PLAN works and so does PEER
 We need to agree on one, but it can’t be
OSEM
PLAN
 Point
 The point that is clear
 Link
 to evidence (from example to point)
 Analysis
 of point and the evidence, and how it
answers the problem/question
 iNference OR Next idea
 What does it mean and where does it lead?
PEER
 Point
 The point that is clear
 Evidence
 The evidence or example
 Explanation
 How it answers the problem
 Reason/rationale/relationship
 Across the point to the answer
Don’t believe me?
 Alternative Maths
 Check out their answers for Stats
Stick to plan
 Running out of time to clock up that
excellence?
 Is pushing the timeframe out really going
to help or are we giving our students a
false impression of what is needed?
 Use homework to support the classwork.
Building basics
 Team needs to work together
 Heroes wreck the learning habits of
students
 Don’t be a hero, be a team player
 End

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Otago maths association pd 2014

  • 2. Dr doing maths  Dr Michelle Dalrymple  Cashmere High School  Plenary speaker  This is what she said:
  • 3. Why students don’t achieve:  Myths  Maths is for maths people  Maths is an innate talent  Parents are poor at maths, ergo…  Students who are good at English are not good at Maths  And more…
  • 4. Teachers mixing it up  Sometimes, we don’t see it, but we can get it wrong.  Need to ask ourselves “what will it look like in the end?” for the student
  • 5. Get rid of the kid  When teachers give up; students can give up  Swapping students out of your class is a form of giving up  Letting students be excused from participating in class is a form of giving up
  • 6. Praise breaks motivation  (not a myth)  Evidence available  Focus on what students can do can impact negatively
  • 7.  Focus on how students got there
  • 8. Stunted relationships  Breakdown of relationships between maths teachers and the students  Support for maths teachers and their relationships will be beneficial to student learning
  • 9.  Must focus on supporting maths teachers.
  • 10. There’s more…and its real  Discipline of maths is wrought with issues a lot of the time only maths can fix, but maths can help other disciplines  Some issues in the maths class are specific to maths, and some of those issues involve maths.
  • 11. Demands on a student  Discipline  Developing habits of discipline  Knowing when to be still because the brain needs time to process.  Avoiding distractions
  • 12. The maths teacher must  Never give up on a student  Make mistakes part of the lesson  Make mistakes part of the success  Praise the mistake that was made because it leads to success  Recognise processes and rules in maths are important
  • 13. Science proves it  Mistakes make the brain grow  Check out Carol Dweek’s Growth Mindset
  • 14. Our colleagues can  Support the maths teacher by helping students reconnect with their teacher, rather than provide a way out/a way to give up.  Know that students need to understand boundaries of the maths classroom  Know that successful acquisition of maths knowledge mostly needs a calm environment
  • 15. KC and Tataiako  Drawing on Key Competencies to make maths work in the classroom involves relationships  We got this
  • 16. Workshops  Dr Michelle Dalrymple  Junior programme  Grant Ritchie  Probability  Nicola Ingram  BOYD
  • 17. Scheming  What to plan and when
  • 18. Top down  When planning schemes, work from the top down  Put emphasis on stats and probability, but not in the same year level  Suggest Stats at Year 9, Prob at Year 10  Avoid using activities across year levels.
  • 19. That last point  An activity used in Year 9 should not be used in Year 10, unless  It is used as a review  In a case where students had not used it previously
  • 20. …because  It undermines the validity of the current topic  Increases feelings of inability if students know they are doing work they did the year before  Eats up confidence
  • 21. Focus  Helping students recognise when they are using maths  Using games  Praising mistakes  Developing learning plans based on what needs to be done in Year 13, etc
  • 22. Probability  Focus on  Games  Language  Discussion  Excellence answers  What is needed in Year 13
  • 23. BYOD  with Naomi Ingram  Looking at tools, uses in the maths classroom, what is in store
  • 24. 2017 assessment  Already trialled in a number of schools  Biggest glitch to date has been inability of assessment programme to allow students to go backwards and forwards, after having gone backwards.  1.2 Assessment completed online
  • 25. Research  Shows use of devices up to only 20% of class-time in subject of maths  New apps overwhelm student learning of key maths steps  Mastery of key maths skills does not rely on EDs  EDs used for research, posters, googledocs, homework
  • 26. Concerns  New apps may outsource need for graphics calculators  New apps able to read and solve maths problems being developed  Demands on classroom teacher to use EDs that are detrimental rather than helpful  Expectation that EDs are the answer
  • 27. Reality  Year 13 students prefer graphics calculators.  Online assessment authenticity easily compromised  Students trying to use apps to solve maths problems are not maths students  Little use of EDs needs to be acceptable in maths
  • 28. List of resources  http://www.oma.org.nz/resources.html  What? Only our school have used IXL and others hadn’t heard of it?
  • 29. Differentiated learning  Ended up doing a mini workshop with people about how to develop DL in their classrooms  Thanks to Munro Doran  So…
  • 30. From the PD  We are already ahead of the pack when it comes to using Inquiry and Tataiako because we are using the key competencies, cultural key competencies and inquiry cycle to help  We have a scheme  We are hitting the BYOD
  • 31.  More things that stood out included use of hands on activities, taking time in class to korero  What is interfering in our success?
  • 32. Things we can do  Use colour  Paper  Card  Felts  Use Talking Points  Interchange Grid task with Talking Points  Write up three questions and let them talk. You listen.
  • 33. Talking points  Luke Skywalker has three minutes to prepare for battle, he is most likely to grab a) A first aid kit b) His light sabre c) Light sabre batteries
  • 34. Listen  Listen out for rationale  What prior knowledge can you place?  Aside from who hasn’t seen any of the Star Wars films, what gaps are becoming clear?  Who used key words? What are they? How were they used?
  • 35. Three level guide  Its an English thing, but it can work in our classes:  Develop Talking Points with three questions: easy (A), difficult (M), more difficult (E).  Refer to the marking schedule to help
  • 36. Not an OSEM fan  Sorry  S and E…eek  PLAN works and so does PEER  We need to agree on one, but it can’t be OSEM
  • 37. PLAN  Point  The point that is clear  Link  to evidence (from example to point)  Analysis  of point and the evidence, and how it answers the problem/question  iNference OR Next idea  What does it mean and where does it lead?
  • 38. PEER  Point  The point that is clear  Evidence  The evidence or example  Explanation  How it answers the problem  Reason/rationale/relationship  Across the point to the answer
  • 39. Don’t believe me?  Alternative Maths  Check out their answers for Stats
  • 40. Stick to plan  Running out of time to clock up that excellence?  Is pushing the timeframe out really going to help or are we giving our students a false impression of what is needed?  Use homework to support the classwork.
  • 41. Building basics  Team needs to work together  Heroes wreck the learning habits of students  Don’t be a hero, be a team player