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Welcome to Lead Teacher Workshop One 2009 Your facilitators are Rose Golds and Marie Hirst

Welcome to Lead Teacher Workshop One 2009 Your facilitators are Rose Golds and Marie Hirst. Overview. 9.15 - 10.15 Introductions and Warm Up Activity What’s New? Needs for this year BREAK - Mix ‘n Mingle 10.45 - 12.30 New LT’s Supporting Pick ups and Assessment Experienced LT’s

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Welcome to Lead Teacher Workshop One 2009 Your facilitators are Rose Golds and Marie Hirst

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  1. Welcome to Lead Teacher Workshop One 2009 Your facilitators are Rose Golds and Marie Hirst

  2. Overview 9.15 - 10.15 • Introductions and Warm Up Activity • What’s New? • Needs for this year BREAK - Mix ‘n Mingle 10.45 - 12.30 New LT’s Supporting Pick ups and Assessment Experienced LT’s Student written recording

  3. Introductions Name,School, Position/Year Level in school How long you have been the Numeracy Lead Teacher Something that annoys you! Marie, TEAM Solutions, Facilitator 2001 Seeing “your” when it should have been written “you’re” Now meet the person next to you!

  4. Contact List

  5. Maths Activity SNATCH! On “go!”, each person collects 5 sticks and then places them in order.

  6. Thinking about mathematical tasks Student Thinking Math ContentEffective Pedagogy Where are they on the framework? What misconceptions do they have? How can I address them?

  7. Using Effective Pedagogy and increasing the value of a mathematical task • Join with a partner and order your sticks. • What 3 other values could be placed between 0.2 and 0.32? • If you know 0.5 > 0.3 what else do you know? • What is the mean, mode, median of your numbers? • Add / multiply your sticks or pairs of sticks • Write your numbers in words • Match the sticks to place value descriptions / pictures

  8. What’s New?

  9. Lead Teacher Symposium Waipuna Conference Centre Thursday 30th April or Friday 1st May Closing date for registrations: 27th March Registrations need to be sent by post with cheque Term 2 Lead Teacher Workshop (9th June) Sharing from symposium in small groups.

  10. National Standards • Not just one test! • Report clearly to schools • More info will be given at the Lead Teacher Symposium

  11. Wiki Spacehttp://mathsleadteachers.wikispaces.com/

  12. E-asTTle • Who is using asTTle or e-asTTle at present? • Case Study possibility.

  13. Student’s Written Recording Marie Hirst

  14. To reduce the mental overload when solving a problem. To communicate ideas to others Written explanations Equations Informal diagrams Formal diagrams Scribbled Notes Formal Algorithm Why use written recording? Students Teachers Parents

  15. Student Recordingwhat are the issues? • Do students need to show their thinking for every question? • Does recording have to be neat? • Share any examples you may have.

  16. +40 -2 25 63 65 Informal or Formal? 25 + 38 = 63

  17. Group Activity • Get into 3 groups • Counters, Adders, Multipliers • Discuss what recording you think children should be using. • Share ideas and discuss the examples of written work given. • Re-arrange your discussion groups and report • back.

  18. The Role of The Teacher What do you think it is important for the teacher to record whole modelling? • Watch the DVD of written recording during a strategy session • What recording was done and why? • What were the mathematical symbols introduced? -why? • Why could the teacher include children’s names in the recording • What value did the written recording add to the lesson?

  19. Teacher’s Written recording Written recording by the teacher is a useful tool for decoding what is happening to the materials so that the numbers make sense! Tips for teachers recording • Make connections between the numbers and the materials • Use words where possible not digits, • Use arrows not = e.g. 56 5 tens and 6 ones

  20. 2009 Needs Analysis • Lead Teacher Human Bingo

  21. Think of a number Add 1 Double it + 1 + 2 + 8 Divide by 4 Add 6 Double again + 2 Take away your original number Think of a Number Your answer is 2 + 2

  22. Think of a number again! Add 12 Think of a number Multiply it by 6 Halve it again Take away your original number Halve it Take away your original number again Your answer is 3

  23. Reflection • What will you take away and share with your staff? • Is there any further support/resources you need for this to happen?

  24. Thought for the day Human beings share 99.4% of their DNA with the chimpanzee and 50% of their DNA with the cabbage.

  25. 6 n -1 + 4 7 3 4 n-1 n 2(n-1) Queen Esmerelda’s Coins Queen Esmerelda has 20 gold coins. She puts them in four piles. • The first pile had four more coins than the second • The second pile had one less coin than the third • The fourth pile had twice as many coins as the second. How many gold coins did Esmerelda put in each pile? Hint: which pile shall we call n? 5n = 20, therefore n = 4

  26. Name that Decimal(from Number Sense Grade 6-8) • How could you enrich this task and encourage greater effective pedagogy? • Create their own • Link to other things they know -use fractions • Put into real life contexts

  27. Counting Students Informal Diagram (e.g. 5 + 3) Formal Diagram (e.g. 8 + 5)

  28. Additive Students Informal Diagram e.g. 25 + 38 Formal Diagram

  29. Multiplicative Students Informal Diagram e.g. 6 x 24 Formal Diagrams

  30. Proportional Students Informal Diagram e.g. 3/4 ÷ 1/3 Formal Diagrams

  31. Written recording steps for algorithms 56 + 27 5 tens and 6 ones 2 tens and 7 ones 7 tens and 13 ones 1 ten and 3 ones 8 tens and 3 ones 83 1 5 6 2 7 8 3

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