DInah P.D - Matanginui + Whole Staff - 25.08.20

WHAT 

Re-cap on what we did on market day - how have we used our new learning.

Rowco - adapting it through student voice to make it more advanced and challenging.
Dinah talked of the other ways that the game could be extended - using fractions/geometry and shapes/decimals etc

This could be a good intro to our proportions and ratios unit next term. The kids already know the game - can be used as a way to gauge prior knowledge and introduce language. Remembering to include improper fractions.

Don't dumb down language. Use the terms - paraphrase what the kids have said and add in technical words. Use a vocabulary wall to keep track of key terms.

Teaching thinking skills/decision making and dispositions are perhaps the most important thing. There is not enough time to cover all aspects of the curriculum.

When doing statistics it is vital that there is a genuine purpose the is relevant and relatable.

All data is feedback to me - John Hattie. There is a difference between teaching and learning. Data is not about kids, it is about us. Not for the data system, but for how we are going to teach tomorrow.

Rich tasks don't have to be hugenourmous. They can be small and quick. They should allow kids to risk take and discuss their strategies. Involves reasoning and discourse.

Digital olympics

When co-teaching - have a conversation with the person about what they are doing - what do you want the children to be able to do at the end of the session.

When doing a session - don't write without getting the kids to tell you/us what it means.

Adding to my workshop, I could use paper strips in the form of the bar model to show the difference between two numbers. Can use strips of paper with one being bigger than the other. They can make up the difference with little pieces of paper with digits on them.

Have a look at how I can use the matrix that Dinah showed us at TOD. This will help me to look at the different range of outcomes that the students can achieve. E.G what is my next step for students that have immediately grasped the answer/concept

Proportions and ratios. Fractions have many different constructs.

- Fraction of a shape (geometry)
- Fraction of a set (geometry)
- Fraction of a measure (measurement)
- Operations (adding and subtracting fractions)
- Ratios
Some kids can do parts of it, but not others

Dinah demo sessions
- start with a warm-up - reading fractions - the numerator you say like a normal number, and the denominator you go 'th'
- Doing it together first and then individually.
- a good chance to explore the oddities of the language of fractions
- Fraction wall pieces spread into the circle in the middle
- Making lines that are the same length as 1. No mixing the colours
- How many 10ths? 12ths? etc..
- How many of anything and where on the fraction does it tell you? The denominator
- Kids talking about their fractions - how many fifths do you have? what is the fraction altogether?
- Kids stood up and rotated around to have a look at another group's fraction walls.
- They then took one or more pieces out of one of the lines. What is 3/5 + ? = 1. 1/3 + ? = 1
- is 3/5 more or less than a half?
- Looked at 3/2 - prove that it is more than 1. Using the 1 rod
- How do I write 3 halves?
- Started writing some symbols e.g 3/2 = 1 1/2
- Discussed the terms of these fractions
- The name of the line in a fraction is an vinculum
- Next - each pair took a whole and then 1/2 and 2 quarters. How do I write what we have on that line? wrote 1/2 + 2/4. How do I write this without having to write it like this. 3/6? ask them to prove it with materials. How do we write it.
- How many quarters fit into the half? 2 looked at how many halves fit into 2/4
- You can't add numbers if the bottom is different. You have to change one of them so that they are the same.
- Kids get one whole again. New line - 1/2, 1/4 and 2/8
- Dinah wrote out the number sentence
- Each group was challenged to change a different part of the line.
- Re-enforced that you can only add fractions that have the same denominator.
- This was essentially 3 lessons all combined into one.
- The kids then played fractions olympics. 1/2 1/4 1/8
- Kids got strips of paper and made a fraction ruler. Market it with 0, 1/2 and 1
- Made one for quarters and one for 1/8's

Worked as a group to plan a passport approach. Started with rich task and then planned what the knowledge and workshops needed to be. The rich task needs to have a rubric.

WHOLE STAFF SESSION

Had another look at differentiating tasks. Looked at the examples of 1 star, 2 star and 3 star activities. Same kind of task with the same thinking but a different levels. Sharing can still be done at the end. If a capable student chooses to a 1 star event then it is a good opportunity for a conversion.

The other option is to use a rubric with the same task that is modified

Dinah challenges us to find a problem that we think is too easy or hard. The challenge is change the level of challenge so that it can cover more of the class.

Maths for a purpose use the Grasps model.

SO WHAT/NOW WHAT

- Use Rowco as an introductory game to proportions and ratios next Term. Use is as a diagnostic

- When I plan my workshops I need to consider multiple ways/tools to use to help students 'see' the learning

- Give the star method and or matrix method a go for whole class session - take up the challenge!