Notes from presentation:
Important part of teaching is about relationships
High expectations - don't lower
We need to change, not child
Just because child is ELL we dont have to wait til OL is high enough for maths.
Add new ideas to your kete from different programmes of how to deliver maths
Maths is more than numbers. You have to have number first then move onto other aspects of mathematics.
Changing our practice:
Repetition is important in maths learning
One story a day. Change numbers in story. Keep focus, no distraction with new contexts.
Is there a better way to do it? But not focusing on what went wrong but how we can do it right.
Critical lens over content - what do children need?
Teach because it is needed, not because it exists.
Learning doesn't happen in a 15 min soundbite, no time to teach non-essentials.
Solving problems in meaningful contexts - object to model e.g packet of biscuits 10's frame, then 8 frame is that a full packet of biscuits? can use this model for fives for NE.
Using blocks - same colour 5, same colour 3, put together can still see numbers.
How does the use of your materials support the teaching of maths.
What I want children to learn - does the use of my materials and models support this.
Use models that allow children access to maths.
If we help too much then we can hinder
We need to continually appraise what we are doing - our models and our questions. Use our critical lens to evaluate.
Question - how is the learning going?
Thursday 16 March:
Bruce came into the classroom to work with small groups of children. It was informative observing him. He used equipment children are familiar with. The focus was on counting rather than numerals first. Count first, then numerals. Counting over the "gap".
Tuesday 4 April:
Bruce came into the classroom to see me teaching. I struggled a little bit, so he took over and explained/modelled as he went. This was great as I really need lots of practice at what he is modelling. He explained aspects of teaching counting as he went. Bruce said it was really important that we go over and over the same concepts until the child has understood it fully, ie that the child can look at the blocks and say the number of blocks with out counting, and can add on another number without having to count them all again. It is important that the child knows to five, then we can go to 10.
He demonstrated using a set of blocks (3 orange), and then said we were going to make 3 orange fingers standing up. Then he used 2 green blocks and said they were our other fingers. He was trying to get the children to think about counting in a different way, without the blocks.
It was interesting with M who struggled to count his blocks joined up together. Bruce separated them and placed them with big gaps between them on the table. Bruce said the eye hand coordination wasnt quite secure, and also spatial awareness. He said to count bigger objects such as chairs can be helpful for these children as well.
Bruce then demonstrated reversing the counting with 4 and 1. So the child had 4, I've got one more how many? Then take away the 4 and say how many? 1. Then I have 4 how many? The idea that we can use different numbers to get the same amount.
notes from Bruce teaching
Important part of teaching is about relationships
High expectations - don't lower
We need to change, not child
Just because child is ELL we dont have to wait til OL is high enough for maths.
Add new ideas to your kete from different programmes of how to deliver maths
Maths is more than numbers. You have to have number first then move onto other aspects of mathematics.
Changing our practice:
Repetition is important in maths learning
One story a day. Change numbers in story. Keep focus, no distraction with new contexts.
Is there a better way to do it? But not focusing on what went wrong but how we can do it right.
Critical lens over content - what do children need?
Teach because it is needed, not because it exists.
Learning doesn't happen in a 15 min soundbite, no time to teach non-essentials.
Solving problems in meaningful contexts - object to model e.g packet of biscuits 10's frame, then 8 frame is that a full packet of biscuits? can use this model for fives for NE.
Using blocks - same colour 5, same colour 3, put together can still see numbers.
How does the use of your materials support the teaching of maths.
What I want children to learn - does the use of my materials and models support this.
Use models that allow children access to maths.
If we help too much then we can hinder
We need to continually appraise what we are doing - our models and our questions. Use our critical lens to evaluate.
Question - how is the learning going?
Thursday 16 March:
Bruce came into the classroom to work with small groups of children. It was informative observing him. He used equipment children are familiar with. The focus was on counting rather than numerals first. Count first, then numerals. Counting over the "gap".
Tuesday 4 April:
Bruce came into the classroom to see me teaching. I struggled a little bit, so he took over and explained/modelled as he went. This was great as I really need lots of practice at what he is modelling. He explained aspects of teaching counting as he went. Bruce said it was really important that we go over and over the same concepts until the child has understood it fully, ie that the child can look at the blocks and say the number of blocks with out counting, and can add on another number without having to count them all again. It is important that the child knows to five, then we can go to 10.
He demonstrated using a set of blocks (3 orange), and then said we were going to make 3 orange fingers standing up. Then he used 2 green blocks and said they were our other fingers. He was trying to get the children to think about counting in a different way, without the blocks.
It was interesting with M who struggled to count his blocks joined up together. Bruce separated them and placed them with big gaps between them on the table. Bruce said the eye hand coordination wasnt quite secure, and also spatial awareness. He said to count bigger objects such as chairs can be helpful for these children as well.
Bruce then demonstrated reversing the counting with 4 and 1. So the child had 4, I've got one more how many? Then take away the 4 and say how many? 1. Then I have 4 how many? The idea that we can use different numbers to get the same amount.
notes from Bruce teaching
Bruce Moody
Bruce is a former Secondary Maths teacher and has been involved in Primary School advisory work since 2001. He has presented workshops at the Auckland Primary Maths Association days, Manawatu Maths Days, been the Keynote speaker for Lead Teacher Symposiums and at SEAMEO Maths weeks in Malaysia.
He completed his M.Ed. (1st) and won an Early Career Award “for the outstanding paper and presentation” based on part of his thesis at MERGA 2010 in Australia. He also has a Diploma in Te Ara Reo Maori from Te Waananga o Aotearoa.
He is a self-employed Maths Consultant, based in Rotorua. He is currently working in a number of individual schools and school clusters in the Bay of Plenty, Waikato, and Coromandel areas.
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Graduation TWOA
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| He has the ability to combine research findings with practical classroom ideas. His willingness to teach students as part of the professional learning programme helps demonstrate pedagogical principles to teachers and ‘earns the right’ to be heard in staff meetings. He delivers feedback and feed forward to teachers in a way that challenges but does not alienate staff. He is also able to help schools address the wider issues of planning and assessment through integrating school vision with NZC and the Standards. |
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