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Sunday, 29 June 2014

Minds on Fire

An interesting reading and very supportive of what we know makes great learning. Could go further into student agency as this article put a heavy emphasis on teachers being in control of the design of learning. Co-construction or even student led learning with teachers support and guidance would make it even more powerful

Wednesday, 25 June 2014

Coaching with Carol

'Closed questions are a mechanism for control'- please consider this quote & come along prepared to discuss.

Does it depend on the Intent, is it a planned closed question. What is the relationship with the person and the topic being discussed. Is it a coaching, social or fierce conversation. What if the closed question was put out there to intentionally antagonise the other participants? Learning intentions are time consuming and only created to appease management, aren't they?

At a class level. This is more often sage on the stage. In developing student agency where does this come into play. How can we make teachers aware of the and review. How often are classes  engaging in think pair share type activities. 

DAT'S. THAT DEVELOP AGENCY.  COVERSATION, about curriculum development and agency as a focus for teaching as inquiry. 
Can we develop in math knowledge and focus on agency. 




Sunday, 22 June 2014

Coaching with Carol

Confirming our 1 to1 coaching sessions on Thursday 8.30-1.30.
'Closed questions are a mechanism for control'- please consider this quote & come along prepared to discuss.
I would also like you each to bring the summary material that you worked on with a partner at the last group session. We will look at this in more depth. Is it possible for a copy from each pair to be passed on to David please?
Chapter 4 of our text includes much that is of value to us as leaders. I look forward to discussing it with you. 
Regards
Carol

Tuesday, 17 June 2014

Mathex Practice

Retired Fielding High teacher, Noel Johnston, took us through some of the basics expected for year 9,10 students.

prime triangula square numbers as basic facts
concept of factors and multiples
greek names for polygones.

Multiples How many dates in a year are a multiple eg 6th june, 12, june 18 June?

what if the day was a factor of the month?  eg 2nd june 2:6

1 Jan 1:1
2 feb 1:2 2:2 2
2 march 1:3 3:3 2
3 ap 1:4 2:4 4:4
2  may 1:5 5:5
 4 June 1:6 2:6 3:6 6:6

natural number 1, 2, 3...   (5)
the fifth prime  1,3,5,7,(11)
the fifth odd 1,3,5,7,(9)
the fifth square 1,4,9,16, (25)
the fifth triangular 1, 3, 6, 10, (15)
the fifth fibonachi

numerical order for 5squared, 2to the power of 5, 2x5, 5+2

Kiwi code and Mosaic from woman's weekly. These can be modified to make a great task.
New Scientist has a column called enigma. This has math problems for us.

knowledge of 2+3+4+5+6+7 = 27 this is 3 cubed. A series of boards in this series would therfore make a cube.

Cunning Combination codes. Ivan Moscovich. Wonders of Numbers Clifford Pickover. Martin Gardener The Last Recreations Good books with mathematical problems. Ian Stuart. Hoard of Mathematical Treasures.

See pic for square with 1,2,3,4 in corners or Bulgarian Solitare  tricky but look for patterns.
Rectangling a square. Form 5 rectangles 1,2,3,4,5,6,7,8,9,10 with each Then assemble without overlaps to form an 11 x 11 square. (121)

When designing questions they must be moderated to check accuracy and if there is a variety of answers.

Australian Math Challenge booklets give you good examples of materials to text you children's knowledge.
Otago problem solving.

Quick fire Guess the answer and go and see f you are right.

Practicals 4:5 questions in 15-20 mins. Questions will be a redesign of familiar questions. The aim is to make a question that children have not seen before.

Make sure I keep checking the MMTA wiki



Thursday, 12 June 2014

Networks... Michael Fullen



Great video about collaboration and networks. What are the qualities that make these successful.
I can see how the IES has potential and the risks around how this will become an imposed model and lack the flexibility to align with those that have the most similar needs and vision. It appears to be being driven by a top down accountability model which has been proven to be a focus that won't get results.

Being proactive, focused and purposeful about our needs and the opportunities that a learning network could present should be our focus. I suppose the difficulty lies in getting the stakeholders and fundholders to come to an agreement in what the model should look like and it purpose.