tag:blogger.com,1999:blog-88117515428036188132018-04-05T20:25:08.408+12:00Susan DwyerS. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.comBlogger40125tag:blogger.com,1999:blog-8811751542803618813.post-87755502425044501752018-03-26T21:28:00.000+13:002018-04-03T21:23:31.196+12:00Practise, Practise.I had an opportunity to teach a Dmic lesson in front of a peer. I discussed with my peer how my previous lesson had gone, my reflections and what I wanted to focus on with this lesson. Using the second group of children, I explained to the children that they were grouped in pairs and they would need to talk to each other and we practised talking and listening.<br /><br />In launching the problem I introduced the term "equal" and made sure the children understood the problem. Then it was down to the business of solving the problem in the pairs. <br /><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-Xz6EI9Vcjpw/WrSyHbApZxI/AAAAAAAAER0/7qxEOorI8gcEJ7iJdFlrU8ZfHv2RTI0fQCEwYBhgL/s1600/IMG_1352.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://4.bp.blogspot.com/-Xz6EI9Vcjpw/WrSyHbApZxI/AAAAAAAAER0/7qxEOorI8gcEJ7iJdFlrU8ZfHv2RTI0fQCEwYBhgL/s320/IMG_1352.jpg" width="320" /></a></div>Discussions went well and solutions suggested. <br /><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-z5d9y0qQNDo/WrSyiMAa0kI/AAAAAAAAER4/KkkR9wWaqishi62NWFv2KBE_qI6id_LUgCEwYBhgL/s1600/IMG_1354.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://4.bp.blogspot.com/-z5d9y0qQNDo/WrSyiMAa0kI/AAAAAAAAER4/KkkR9wWaqishi62NWFv2KBE_qI6id_LUgCEwYBhgL/s320/IMG_1354.jpg" width="320" /></a></div>One child went and got scissors and cut his "pretend" pie to show his partner that it was the same.<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-Wz9iriLiDL4/WrSy7LtEZaI/AAAAAAAAESE/3POJdV_jGgEA2CUs34WiaLxV3cosENEhACLcBGAs/s1600/IMG_1359.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://2.bp.blogspot.com/-Wz9iriLiDL4/WrSy7LtEZaI/AAAAAAAAESE/3POJdV_jGgEA2CUs34WiaLxV3cosENEhACLcBGAs/s320/IMG_1359.jpg" width="320" /></a></div>Another child drew a line to make two triangles - were they the same? During<span style="text-align: center;"> group sharing, discussions sometimes broke down in the children's eagerness to share their solutions.</span><br /><br />It was great to be able to share the experience with a colleague and discuss how things went and how could one could keep the focus and momentum going. My colleague then taught the Dmic lesson she had done earlier in the week to a group of my children. It was exciting to see what the children knew. Too often we are busy listening to one or two children who are more vocal and it does not give the quiet children a chance to show what they are capable of.<br /><br />In the maths warm up the children counted on from various numbers. Then she launched the problem which she tied into their recent experience of swimming when we would count how many children were going swimming. The problem was, "If there were 8 boys and 5 girls how many children went swimming altogether?"<br /><br />The children used different coloured counters to represent the boys and girls helping each other to count. The children who found counting difficult were supported by the other member of the pair.<br />Only one pair managed to count out the two groups and combine them so they were able to share what they had found.<br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/-1dDMyJw_9h0/WrSzK6kuQfI/AAAAAAAAESM/Db1T2XLBGpgg4vhSGbs8CShcljSKIrBmgCEwYBhgL/s1600/IMG_1374.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://4.bp.blogspot.com/-1dDMyJw_9h0/WrSzK6kuQfI/AAAAAAAAESM/Db1T2XLBGpgg4vhSGbs8CShcljSKIrBmgCEwYBhgL/s320/IMG_1374.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Checking each others counting.</td></tr></tbody></table><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-HptL1vgyMV8/WrSzjHbNK0I/AAAAAAAAESU/dgTaI5Jgwf0zBtvY-WnnX4pjKanIrahGACLcBGAs/s1600/IMG_1376.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://3.bp.blogspot.com/-HptL1vgyMV8/WrSzjHbNK0I/AAAAAAAAESU/dgTaI5Jgwf0zBtvY-WnnX4pjKanIrahGACLcBGAs/s320/IMG_1376.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">One child holding another child's hand to make sure they counted correctly.<br /><br />My reservations about how were the children going to learn strategies to solve problems when they had limited number knowledge have been proved by the children to be unfounded. When a child re voices his ideas it is helping him to clarify them. It is helpful for the children to hear another child use "non technical" language or to hear a solution re voiced in a different way. They were prepared to help each other and they enjoyed doing so.<br /><br />The experience was a great way to get feed back on my lesson and to observe another teacher working with children in my class. I was able to reflect on my own practise and think of ways of helping the children to work, talk and listen more co operatively. Seeing and hearing the children is all very well but I have yet to solve the problem of how can I record any data to prove that there is progress? </td></tr></tbody></table><br /><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><br /><br />S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-50680651770321839432018-03-24T19:43:00.000+13:002018-03-23T21:44:34.274+13:00Focusing on Dmic IdeasAfter seeing how the children engaged in the general discussions in our previous trial Dmic lessons, my focus was to see how I could get the children to use more of the Dmic method of listening and speaking or sharing of ideas at the "pairs" level.<br /><br />We discussed how to work as a group by listening and looking at the speaker, by thinking about what they had said and then agreeing or asking a further question if they needed to know more information. The children practised how to phrase questions and what to say when they agreed with what their partner said. They also practised re voicing. These are all necessary skills for group work.<br /><br />Hooking the children into the problem went well. A child had brought a pie to school the previous week but couldn't eat it all. We talked about how they enjoyed pies but one pie was too much for them to eat. How could they fairly share a square pie with a friend? We unpacked the problem, discussing the terms so that everyone understood what was required of them. During this discussion we again practised re voicing and listening.<br /><br />The children needed encouragement to work in a small group without a teacher guiding them. It is quite a different way of learning for them (and for the teacher!). They needed reassurance that it was expected that they talk to their partner and that they needed to ask - "What do you think?" , "How do you think we could do this?" to gain information.<br /><br />Two of the groups were more successful at the pair level talking between themselves and coming to an agreed answer. The other two groups found it difficult to focus but reminders that they needed to ask their partner kept them working. Group sharing went well.<br /><br />On reflection I will need to think carefully about groups, perhaps have a smaller number of groups so that I can hear their thoughts more easily and keep those focused that need reminders.<br /><br />I had hoped the children might have seen they could use a similar method of folding or cutting their pretend pie to demonstrate the "equal share" that was used in previous solutions to the pizza problems. <br /><br />Having a mentor to talk through the lesson and problem solve as issues arose was invaluable and encouraging.S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-60949545543311084222018-03-23T19:59:00.000+13:002018-03-23T21:32:07.430+13:00Dmic Challenges<div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div>The last lesson I tried using the Dmic method had limited success in engaging a group of children and getting them to discuss their findings. I noted the difficulty that the children had in notation so I decided to try a session without notation. We have done iPad work using shapes and also on our maths wall we have shapes. We discuss their qualities, how to describe them precisely, how we could group them and why.<br /><br />I put the children into groups of two or three. The problem was to divide a pizza up between two friends. We first discussed the terms divide and fairly. The children came up with the fact that it needed to be cut up so that they each got a piece and fairly meant that the two friends got the same amount of pizza or that it was equal. I gave each group a picture of a pizza asking them to show me how they would share it fairly between the two friends.<br /><br />The children first just looked at the picture vaguely saying you need to cut it here with a wave of their hand. They kept discussing where to cut until one child went and got the scissors and actually cut out the pizza. He then cut it in half. This meant there was a scurry to cut the pizza as the others saw what he was doing.<br /><br />We came together to discuss what he had done - yes he had divided it into two. Was it fair and how could he show us? Another child said we could measure it. Can you show me? He suggested his finger.<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-wrLeiIMjk-M/WrSk30huquI/AAAAAAAAERY/ZMzNqx6cMb4Lm8sr0RFInqNd9sfrVdcAwCEwYBhgL/s1600/IMG_1301.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://4.bp.blogspot.com/-wrLeiIMjk-M/WrSk30huquI/AAAAAAAAERY/ZMzNqx6cMb4Lm8sr0RFInqNd9sfrVdcAwCEwYBhgL/s320/IMG_1301.jpg" width="320" /></a></div>Then I suggested my finger was longer than his finger or another child's. This raised the question by another child what else could we use. Another said "That number thing." Further discussion on what was needed was concluded when a child actually went and got a ruler from my tote tray and showed them how to use it. He measured across the middle of both pieces saying they both said 9.<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-OPbscjn0wFE/WrSkxDNMO3I/AAAAAAAAERg/foVBHXfcPnsokK-M5p7Gq-dJ3XRJs6tiQCEwYBhgL/s1600/IMG_1302.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://1.bp.blogspot.com/-OPbscjn0wFE/WrSkxDNMO3I/AAAAAAAAERg/foVBHXfcPnsokK-M5p7Gq-dJ3XRJs6tiQCEwYBhgL/s320/IMG_1302.jpg" width="320" /></a></div><br />I then suggested there was another way they could show that the pieces were exactly the same. There was much discussion and putting the pieces side by side, together, end on and so on until one girl walked up to the boys and simply put one on top of the other saying - "They are exactly the same. See! Nothing is hanging over the edge."<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-UrVAzsIYrMY/WrSk3zVVmPI/AAAAAAAAERk/j_tJlkwFzCsnTknNh5h6Xc4O1NcceMeMgCEwYBhgL/s1600/IMG_1306.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://4.bp.blogspot.com/-UrVAzsIYrMY/WrSk3zVVmPI/AAAAAAAAERk/j_tJlkwFzCsnTknNh5h6Xc4O1NcceMeMgCEwYBhgL/s320/IMG_1306.jpg" width="320" /></a></div><br />This was a more engaged discussion. Perhaps the topic of sharing pizza or sharing food was something they had experienced. I was more conscious of trying not to lead the children's thinking and to let them show me their thinking. I was very surprised at the suggestion to use a ruler and also the child who came up with the idea to simply put one half on top of the other.<br /><br />Of course there were still those who found group sharing difficult but they at least helped cut out the pizza and tried to join in the pairs discussion. The lack of mathematical notation in the exercise meant that all the children were able to participate in some way using their knowledge of shapes and dividing them up.<br /><br />Where to from here? Some groups need refining. Discussion rules need to gone over particularly reminding them of giving thinking time for others. A smaller group size instead of whole class maybe easier to get around to hear where thinking is at (although there were only 14 children present). How do I introduce a problem with notation and still get a high level of engagement?S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-1904037925967479892018-02-28T15:58:00.000+13:002018-03-04T13:48:35.773+13:00Our Journey BeginsMy 2018 Inquiry about the role of language in mathematics began with using a maths wall and associated discussions to encourage children to acquire language and participate in such sessions.<br /><br />My hunch is that by using words frequently in a familiar setting the children will begin to view it as "normalised" and transfer this language to their everyday conversations. For example in maths we are precise in describing shapes. A shape is not just "that one" with a vague wave of the hand but "the large yellow rectangle". This language needs to be taught so that they can understand, read and interpret mathematical terms.<br /><br />I am hoping to make the children "word smart" as well as "number smart" and confident to explore a simple problem that may arise from a real life situation or a structured activity. They are expected to work in small groups or pairs with everyone contributing in some way. They can use trial and error or a mathematical method of solving the problem. They need to encourage others by listening and responding positively even if they feel the answer may not be correct. In reporting back to the larger group all answers are accepted and discussed to see what might be the best explanation.<br /><br />I purposely grouped 6 children into 3 pairs for our first try of DMic maths as I thought it would be easier to have a smaller group to see how these groups worked in pairs and to be able to hear all discussions. <br /><br />We have used the maths wall since day 2 of this term so the children are already familiar with different forms of numerals (numerals, dot patterns, finger patterns, groups of objects) and how to justify some shapes. I used the subitized patterns to introduce a simple problem of how many dots do you see and how do you know.<br /><br />To begin with the children simply counted one to one with each one confirming that there were 8 dots when sharing, although they counted the dots in a different order. This is the lowest strategy of simple counting. I referred back to our maths wall discussion when we had 5 dots and someone recognised it was 4 dots on the outside and one in the middle and asked them to look again at the dots.<br /><br /><a href="https://2.bp.blogspot.com/-REXfFLQ-hlk/WpIiWIqVEqI/AAAAAAAAEIQ/Tnk4Hhx2qBcwtD8qaxWKrqS1BNbyvLFjQCEwYBhgL/s1600/IMG_1013.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://2.bp.blogspot.com/-REXfFLQ-hlk/WpIiWIqVEqI/AAAAAAAAEIQ/Tnk4Hhx2qBcwtD8qaxWKrqS1BNbyvLFjQCEwYBhgL/s200/IMG_1013.jpg" width="200" /></a>One child quickly saw a group of three dots and I watched him put a pencil down the line to show his buddy where it was. At this point, interest by two members of a group waned and they drifted off but the remaining members were keen to try and find groups. Trying to describe the groups to their partner, visualise what numbers they were using and hold this information proved difficult so I provided different coloured counters to help them map out their numbers as they were talking about. This made it easier to describe the groups.<br /><br /><a href="https://1.bp.blogspot.com/-RH4NkWmlM_c/WpIigqaIaBI/AAAAAAAAEIY/_KgF6VMSC70-ICEJ2zyqh-FOr6PC9bB5QCEwYBhgL/s1600/IMG_1023.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://1.bp.blogspot.com/-RH4NkWmlM_c/WpIigqaIaBI/AAAAAAAAEIY/_KgF6VMSC70-ICEJ2zyqh-FOr6PC9bB5QCEwYBhgL/s200/IMG_1023.jpg" width="200" /></a><br />Notation was difficult because they didn't understand how to write it down or that they needed to add the groups together. We came together to discuss what did they think they needed to do to move from the single groups they had found, to finding the answer of how many dots there were altogether on the page. The word "altogether" suddenly became important and they remembered a problem we had done about adding up our swimmers and non swimmers earlier in the day when "altogether" meant we added the two groups to find out if we had counted everyone.<br /><br />One group then went away and found that<br /><br /><a href="https://3.bp.blogspot.com/-W8PtY7Q0Z0E/WpIiflRNguI/AAAAAAAAEIE/Quva5R54WNMyKS_WVto4Yw1-oFetg4iBQCLcBGAs/s1600/IMG_1015.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://3.bp.blogspot.com/-W8PtY7Q0Z0E/WpIiflRNguI/AAAAAAAAEIE/Quva5R54WNMyKS_WVto4Yw1-oFetg4iBQCLcBGAs/s200/IMG_1015.jpg" width="200" /></a>4 + 3 = 7<br /><br />and 7 + 1 = 8<br /><br />The other group found<br /><br />2 + 2 = 4<br /><br />take this 4 and add another group 4 + 3 = 7<br /><br />then take 7 and do 7 + 1 = 8<br /><br />The two groups looked and said it was the "same end number" <br /><div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-7_lzZmE-UT8/WpIiVIEmGcI/AAAAAAAAEH8/hsWwvS_NBYY2_XVk9Bvcn5JUn8sQYhK6QCEwYBhgL/s1600/IMG_1010.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://2.bp.blogspot.com/-7_lzZmE-UT8/WpIiVIEmGcI/AAAAAAAAEH8/hsWwvS_NBYY2_XVk9Bvcn5JUn8sQYhK6QCEwYBhgL/s200/IMG_1010.jpg" width="200" /></a></div>but group one had a "little" way of doing it (ie it had fewer steps in it.) They had difficulty trying to explain what they meant but they were able to point to their workings and said how many sums they each had.<br /><br />I plan to give the groups the same pattern next week to see if they can come up with any further ways of recording this pattern.<br /><br /><br /><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-s1e7vOVmUDQ/WpIl1ckuTVI/AAAAAAAAEIg/Zh1xstjmAGo5Z48qRbOylsuhpUmMPhMZQCLcBGAs/s1600/IMG_1021.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://1.bp.blogspot.com/-s1e7vOVmUDQ/WpIl1ckuTVI/AAAAAAAAEIg/Zh1xstjmAGo5Z48qRbOylsuhpUmMPhMZQCLcBGAs/s200/IMG_1021.jpg" width="200" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-2vxF6hQ0Hoo/WpImDrITetI/AAAAAAAAEIo/aB_TJq_Idgo8jqSVLX8HafI02HMxLPk8wCLcBGAs/s1600/IMG_1016.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://4.bp.blogspot.com/-2vxF6hQ0Hoo/WpImDrITetI/AAAAAAAAEIo/aB_TJq_Idgo8jqSVLX8HafI02HMxLPk8wCLcBGAs/s200/IMG_1016.jpg" width="200" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"></div>Points to ponder: difficulty of notation, making sure children are aware of "maths terminology" so that they know what is required of the problem, keeping interest up and making sure children are paired correctly, discussions - too teacher directed?S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-44869645920848503692018-02-25T13:38:00.000+13:002018-02-25T13:38:17.638+13:00Manaiakalani COL Achievement Challenge 2018.The Manaiakalani COL Achievement Challenge that I am basing my 2018 Inquiry around is to lift achievement in maths of my Year 1 students.<br /><br />My inquiry will focus on the role of language in mathematics and how this language can be "normalised" and transferred into other areas of the curriculum and relates to their everyday conversations and usage.<br /><br />Year 1 students often lack the verbal tools to begin to look at a maths problem or to justify concepts of how they solved a problem so they are less likely to participate in a maths lesson, remaining silent or shrugging their shoulders and therefore do not make as much progress in maths as they are capable of. <br /><br />They switch off saying they "can't do maths" but what they really mean is "I can't find the right words to explain what I am suppose to do and how I did it."<br /><br />I propose to look at the role of language in mathematics and how I can support my students to acquire this language and thinking that they need to raise their achievement.<br /><br /><br /><br /><br /><br /><br />S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-71750289623713890972018-01-26T14:11:00.000+13:002018-01-29T14:14:30.071+13:00Raising Maths Achievement.2018 Professional Development: Developing Mathematical Inquiry In a Learning Community.<br /><br />Pt England staff were privileged to begin 2018 with professional development taken by Dr Roberta Hunter.<br /><br />Dr Hunter gave us the startling fact that "62% of Maori and Pacifica students are failing Maths."<br /><br />But she also gave us hope that if we radically rethink the teacher's role, and tap into the richness that each child brings to school, these children can raise their achievement levels and be successful at maths.<br /><br />"Every child is good at maths - it is how they are taught that makes a difference." (Dr Hunter)<br /><br />To develop this "culturally tailored approach" of getting to know the children's cultures and how culture impacts on their learning will be a first step. The need to see the children's culture as a strength and a part of maths which can allow children to connect with each other and see inside each others worlds is an important beginning. Providing a problem that centres on a particular culture allows a quiet student to open up, show the other children how the problem would be looked at in his culture and be the centre of an explanation.<br /><br />The children work through culturally based "group worthy" problems. If the problem can be solved by an individual it is not "group worthy". These groups are carefully selected and are not based on ability - something we often overlook as we test and group children according to ability in the belief that they learn and work better with similar peers.<br /><br />After launching and making sure the children understand the problem, they talk, ("friendly argue") discuss, question and reason their way through the culturally based real world problem to come up with a logical answer. Children are given the tools they need to help solve the problem. If the problem requires multiplication and they do not know their times tables a sheet may be given. The teacher does not give a solution but gives the tools needed for the children to discover a solution.<br /><br />They are all "drivers" not "passengers" with all students expected to participate, contribute and learn. Inclusion is a key factor. Getting all children to actively participate and be able to offer explanations, even to think back to how they solved a previous problem and use this knowledge makes maths sound exciting.<br /><br />This raising of maths achievement takes time - it is a journey that has its ups and downs but if it can engage our children and help the children see that they can reach and achieve higher levels I am excited to be able to take part in such a journey.<br /><br /><br /><br /><br /><br />S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-66413896607525500562017-12-04T16:32:00.000+13:002017-12-04T16:32:23.023+13:00Reflections on 2017 Maths InquiryI began my maths Inquiry this year wanting to find ways to strengthen and develop children's number knowledge and strategies to provide a good foundation for the development of future stages.<br /><br />Number identification was the main focus to begin with so that children could read, sequence, rote count, and record the numbers 1 to ten. For some students, language was a difficulty in developing "number sense" and I looked at ways to help these students with games, physical movement, concrete manipulatives, subitising and iPad activities. Once the students started to gain number identification we moved on to solving number problems using various strategies.<br /><br />Solving number problems provided lots of opportunities to talk. Group work with friends was important for some children to gain confidence at explaining their findings without the pressure of performing in a whole class situation. They talked about the strategies they used, compared answers and worked out who was more likely to be correct by sharing their findings all the while building up their essential skills and language needed for a good foundation.<br /><br />I hope to able to use the information I have gathered this year to give my next years learners a head start. I plan to use a maths wall from the beginning of the year to provide the children with the "verbal tools". By purposely exposing the children to mathematical language repeatedly and posing everyday maths problems I hope that the children will see how they too can use the strategies such as skip counting to solve problems. And they will see that numbers are not just used in maths time but are an important part of our lives.<br /><br />Being more aware of aspects that children found difficulties with such as sequencing, ordering and making sure objects to be counted are in an ordered pattern has made me more aware of thinking of and providing lots of different types of opportunities for learning.<br /><br />Data has been gathered by the formal JAM testing and has provided further information. There has been mixed acceleration in the priority group (as can be seen from the data) with some being significant by moving through the stages while for others even a minor change in a stage has still been significant for them. But the overall growth in confidence, the willingness to explain and give things a go, to use mathematical language and make connections show the children have made a good start in laying solid foundations for their maths learning.<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-M-rRRJaIC8k/WiHlWkZsMgI/AAAAAAAAD2g/hOBlx6O8Mv43pUHOZ9aEAQRF7LVx5kTQACLcBGAs/s1600/Screen%2BShot%2B2017-12-02%2Bat%2B12.25.38%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="452" data-original-width="560" height="322" src="https://4.bp.blogspot.com/-M-rRRJaIC8k/WiHlWkZsMgI/AAAAAAAAD2g/hOBlx6O8Mv43pUHOZ9aEAQRF7LVx5kTQACLcBGAs/s400/Screen%2BShot%2B2017-12-02%2Bat%2B12.25.38%2BPM.png" width="400" /></a></div>S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-22453449562988229332017-11-24T19:28:00.000+13:002017-12-01T19:30:25.381+13:00Accelerated ShiftA quote from John Hattie about "the collective self perception that teachers in a given school make an educational difference to their student..." led into a discussion about what visible strategies did we leverage Learn, Create, Share to enable shift in our students.<br /><br />Team one began their discussion thinking we did not have as much accelerated shift as other areas in the school. We then started to think about where our students are at when they start school. Typically, they begin school with less language and knowledge than other 5 year olds and they have "to run to catch up". To achieve what they do in the first year means there is shift. To move from Stage 0 through to Stage 2/3 or even Stage 4 means they do achieve accelerated shift.<br /><br />Ways in which this is achieved is through knowing your learner and how they learn, creating EE's with the learner in mind- using sound bites to make it easier for those that find reading a barrier, supporting the learner and repeating activities if necessary, using personal refections and planning accordingly.<br /><br />Visible evidence of how the learners are supported include sharing on airplay, peer to peer sharing, sharing with a group and sharing with the teacher. As language is gained, the confidence to share instead of a shrug become greater.<br /><br />The main data that shows evidence other than a child's EE that they have done is through JAM testing. A child at the beginning of the year would not participate in any of the discussions. He scored Stage 1 for number identification. By June he had accelerated to Stage 3 and by November he is at Stage 4. He has gained so much confidence that he readily joins in discussions being one of the first to put his hand up. This shift is huge when one thinks where they have come from over a period of 10 months.<br /><br /><br />S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-81183965215634933362017-10-29T20:42:00.000+13:002017-11-07T21:18:13.917+13:00Maths PD with Jo Knox.After our previous Maths PD with Jo, Team One had asked to see a modelling session of rich addition and subtraction tasks to develop strong foundations to build on and to use to extend more able students.<br /><br />Jo often uses books to introduce the theme. This time she used a book with the intriguing title of "One is a snail, Ten is a Crab" By April Pulley Sayre and Jeff Sayre illustrated by Randy Cecil. It is a humorous and colourful way of looking at part-whole thinking.<br /><br />The book is a "foot counting" book so it uses the number of feet on various animals or people to denotes the numeral - a snail is 1, a person is 2, a dog is 4, an insect is 6, a spider is 8 and a crab is 10 (including its pincers). So 40 can be 10 dogs (10 x 4) but also 6 insects and a dog (6 x 6 + 4)<br /><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-6f0WIqBHnoc/WgAMqwsnQ_I/AAAAAAAAD0c/ttPSjC7_s-E6Yuvd7ZcZ7ZxfhiG-FGr_wCLcBGAs/s1600/Screen%2BShot%2B2017-11-06%2Bat%2B6.01.35%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="129" data-original-width="145" src="https://4.bp.blogspot.com/-6f0WIqBHnoc/WgAMqwsnQ_I/AAAAAAAAD0c/ttPSjC7_s-E6Yuvd7ZcZ7ZxfhiG-FGr_wCLcBGAs/s1600/Screen%2BShot%2B2017-11-06%2Bat%2B6.01.35%2BPM.png" /></a></div><br /><br />She talked us through the book and then introduced the book to a group of children who had not previously read the book. She also had pictures of these animals and people prepared to use after the reading. The children were able to see that the snail was the number 1 because it only had one foot. Two was a person, then they were asked what numeral a number 3 was. The children counted 3 feet so they quickly saw that a snail (1) plus a person (2) made 3.<br /><br />After introducing all the numbers up to 10, the book jumps up to the number 20. By the time Jo reached the page about 90 an immediate reply was given.<br /><br />Jo posed a question about 4 feet - what pictures could we use? A child responded with "A dog" and was given the task of writing the numeral 4 underneath it. Jo then draws out their thinking by asking could 4 feet look any different? She shows a person. The children discussed, counted, checked and gave reasons, and wrote the numerals with Jo adding the addition and equals symbols.<br /><br />By the end of the lesson the children have learnt how to make 6 in different ways.<br /><br />A group of older children also worked with Jo using the same book.<br /><br />We discussed ways in which we could extend the lesson for more able students to include skip counting and multiplication. We also looked at the NZ Maths site to become familiar with their resources, and Jo suggested using other books to introduce and reinforce number concepts and strategies.<br /><div class="separator" style="clear: both; text-align: center;"></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-wjSwFpqXHb0/WgAOObCFjtI/AAAAAAAAD0s/-QiQGk0vtwAXQ_JqteRo4HiG0CZGgrfFQCLcBGAs/s1600/DSC02455.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://3.bp.blogspot.com/-wjSwFpqXHb0/WgAOObCFjtI/AAAAAAAAD0s/-QiQGk0vtwAXQ_JqteRo4HiG0CZGgrfFQCLcBGAs/s320/DSC02455.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-iacj64mc6Fg/WgAN9ohw_kI/AAAAAAAAD0o/iuZszoDS3qgu1Rp-fDnslEqfk5Szw_WQACEwYBhgL/s1600/Screen%2BShot%2B2017-11-06%2Bat%2B8.22.31%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="685" data-original-width="475" height="320" src="https://1.bp.blogspot.com/-iacj64mc6Fg/WgAN9ohw_kI/AAAAAAAAD0o/iuZszoDS3qgu1Rp-fDnslEqfk5Szw_WQACEwYBhgL/s320/Screen%2BShot%2B2017-11-06%2Bat%2B8.22.31%2BPM.png" width="221" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div>S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-83497328376295086052017-09-25T16:54:00.000+13:002017-10-24T20:58:04.133+13:00Sharing is Fun<div style="text-align: center;"><br /><br /><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vQuexaQVEKNnTAclV39woEMIv5UtZpT3esR_iEuZXGHOXuAbaN6DRNnHVO5ueVFxGyg6HYh5kTa4xY4/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe><br /><div style="text-align: justify;"><br /></div><div style="text-align: justify;">I have continued to use the problem solving approach for maths with our new topic of fractions. We have used both everyday problems that have arisen opportunistically or more planned situations to get the children talking and involved in maths. It is an important way of learning because the children are motivated to use their previous knowledge to solve a new problem and to try out different ways of solving problems successfully.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">They respond to both real and imaginary problems using book characters or toys they can relate to. Feeding the toy animals a quarter of the food, or sharing out the class fruit equally are problems that they feel they can help solve. Discussing how we can solve the problem when sharing is not equal leads to some imaginative thinking such as two children might not like milk so that would give enough to share equally, or the fruit might need to be cut up and then the discussion centres on how to cut it up so that there is enough to go around. Would halves be enough or would we need to cut the fruit into quarters? Would they get more than one quarter?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The children are enjoying the "Maths warmup" whereby we go over many of the mathematical topics we have covered this year. It is like a quick review and helps to remind them of strategies they can use when they are looking for a solution such as counting in two's, distributing and redistributing, measuring, doubles and so on.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Some children still prefer to let others do the talking so it is important to monitor this. Sometimes a quick discussion with these children on a one to one basis is helpful or just saying we need to give these children more "thinking time" during the discussions gives them more confidence to offer solutions. One child coming up with an inventive solution which is accepted helps others find new ways. </div><div class="separator" style="clear: both; text-align: center;"></div><br /></div>S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-28158762413639245562017-08-07T16:44:00.000+12:002017-12-01T20:46:11.949+13:00"When Are We Doing Maths?"<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vSo2jJJtuaW41viMikrcbfPjQZ8Ll61Tr7HbBdgi70XTs7d662viFfltK2uJ_VfagCMm8EsghC2xN2W/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe><br /><br />In a recent discussion at our team meeting we looked at the idea of making Maths fun and meaningful using problem solving. My Inquiry topic is maths based and the Geometry and Measurement topics we are doing this term lend themselves well to developing children's natural problem solving abilities. <br /><br />The children work in groups or with a buddy exploring a simple activity that can arise from a real life situation in the class or a structured activity to support the topic. They are able to use trial and error methods or a more structured mathematical way of solving the problem. All answers are accepted and evaluated to see which answers might be a better explanation.<br /><br />I hoped that this approach might also have a positive outcome of getting children talking more by being able to describe what they are doing and how they came to a conclusion. There is a lot more talk during our problem solving sessions. By being with friends they are more comfortable at attempting to put their thoughts together and take more risks in exploring other avenues. Finding the right words is often a problem for our children.<br /><br />The children are now learning to think about maths not just as "doing Maths" using the basic mathematical processes but as useful knowledge to use in a wide variety of different situations and to see the different areas of maths are all connected.<br /><br />For me it has meant that I need to think about the questions I ask. Do the children do most of the talking? How do I answer children's comments? How do I encourage describing, reasoning and getting children to explore the context further? How can I create opportunities for problem solving as well as using opportunities as they arise? <br /><br />The children appear to be engaged, they are willing to give the activities a go and they are involved.<br /><br />S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-78156026436418764372017-07-24T18:42:00.000+12:002017-07-24T18:42:59.399+12:00Developing Number Properties End of Term 2 Maths Inquiry<br /><br />Most of the children have developed an understanding of, and can discriminate between, the properties of number - ordinality, nominal aspects as well as cardinality. <br /><br />They can use this "information" about ordering things to find solutions. They have an understanding that the number line is a pictorial representation of ordering numbers. To do an addition it means increasing the number so they move to the right to increase the magnitude of the number. To answer the number sentence 3 + 2 = they can find the third number on the number line and make two jumps to the right to find the answer is 5.<br /><br /> Similarly to do subtraction or to make something less by taking away means to move to the left or make numbers smaller. Subtraction has been the more difficult concept to teach as the children didn't see straight off that it was the reverse of addition. It was something I needed to teach them. They also find it more difficult to find a number before or to "count down". <br /><br />Some children are able to solve simple addition and subtraction without symbols. They can orally state what they are doing or they can use manipulatives. With practise they are beginning to rely less and less on manipulatives or fingers.<br /><br />They also have an understanding that a number can also be a label to distinguish an item. The bus is number 625 or a phone number is 579 3654.<br /><br />Counting a variety of objects into different sized sets has helped the children develop an understanding of cardinality. Counting the same sets several times starting from different objects has developed their understanding that the number in the set stays the same unless you add or take away some objects.<br /><br />A small number of children are still struggling with these three aspects. The number line being a visual representation and the corresponding mental representation to work out the magnitude of number remain a mystery. Difficulties with sequencing or ordering is not only with Maths.<br /><br />We continue to use a variety of examples with songs and chants to learn numbers, to use opportunities through out the day to count items and answer the question "How many?", use guided as well as independent opportunities to practise of counting, use dice and dominos to look at groups, get students to verbalise their strategies and use visual representations. Monitoring their learning is still an important part of helping those with weaker skills.<br /><br />This does raise the question would some students benefit from intensive one on one help - a "Maths Recovery" series of lessons like the Reading Recovery programme?<br /><br /><br /><br /><br />S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-54564678702095527602017-05-16T13:08:00.000+12:002017-12-01T20:42:12.430+13:00Cardinality "Under Construction"My inquiry topic to help move children from stage one to stage two is still "under construction". As with building real buildings gaining knowledge for some requires an ordered process of laying down one brick at a time and not just pouring a large slab of concrete and seeing a building suddenly appear.<br /><br /> I am building up the number knowledge and number sense of those who have not yet fully grasped the idea of cardinality and therefore can not move on to addition and subtraction. Some children have moved from rote counting "onetwothreefourfivesix..." to assigning a value to the words and connecting one word to one object. Others are working on counting the number in a set only once and I have found putting these sets into a regular pattern or order helps these children. Irregular or scattered patterns leads to double counting. Another block some children still need to overcome, is that a number is always the same no matter where it is or the size or colour of the objects.<br /><br /><div style="text-align: center;">We continue to practice and enjoy maths even though progress it is at a slower pace for some.</div><div style="text-align: center;"><br /></div><div style="text-align: center;"><br /></div><div style="text-align: center;"> <iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/13icRiSYpbffXEHIssziEow9r2Fx-UZYas542pyhiQA8/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div>S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-6941375044171552002017-04-03T16:36:00.000+12:002017-04-04T20:27:44.526+12:00Developing "Number Sense".<iframe allowfullscreen="true" frameborder="0" height="389" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1_UbhMbzgmP0ITxzY6APXLaBKW0nbxvOXBQoQbF7TiQ0/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe>S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-55099149857297063642017-04-02T13:22:00.000+12:002017-04-02T13:22:43.665+12:00Growing Number KnowledgeOver the past six weeks, I have been using activities to strengthening and develop the children's number knowledge and strategies to provide a good foundation for the development at further stages. I have focussed on number identification so that they are able to read, sequence, rote count and record the numbers 1 to 10. And the second focus has been on forwards and backwards number sequences. Both areas are part of the number framework. <br /><br />I am using a wide range of activities such as playing games, going on a number hunt and taking photos of groups of objects and putting them in order, iPad activities, puzzles, dot to dot, choral chanting or rote counting, poems and taking any opportunities during the day to count and record numbers. <br /><br />The early number activities were done with concrete objects so the children could physically manipulate the objects as they counted. This reduced the task of learning to count to an enjoyable activity where the manipulative objects were used as "thinking tools". For example the Cliposaurus activity reduces the amount of recording for children but still required the reading of numbers.<br /><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-psaLRvwpFK8/WNDd8IJd1iI/AAAAAAAADTM/4CNG2mPuEEELtjEBosSiL1aMXoapydELgCLcB/s1600/IMG_0471.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://3.bp.blogspot.com/-psaLRvwpFK8/WNDd8IJd1iI/AAAAAAAADTM/4CNG2mPuEEELtjEBosSiL1aMXoapydELgCLcB/s320/IMG_0471.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Children manipulating cut up numbered pictures</td></tr></tbody></table><br /><br />The children enjoy choral chanting and clapping as a maths warm up so most are able to correctly say the number sequence to ten. Some children are still struggling with written recording so this is still a part of our daily practise.<br /><br />Physical activities are enjoyed by the children where they pretend they are a given number and need to line up by finding the number that goes before them and checking who comes after them. This physical moving is helping them with the concepts of before and after which they are finding tricky. <br /><br />I have found that games provide a fun way to practice their number knowledge that meet a specific mathematical purpose. The children learn to explain and justify simple concepts such as in the game "What is the Missing Number?" by justifying what comes before or after or by checking against a number line.<br /><br />The children need to become proficient "doers and learners" to make sense of numbers and help them think for themselves. <br /><br /><br /><br /><br />IS. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-24254095819465071642017-02-21T21:53:00.000+13:002017-03-14T21:02:13.926+13:00Moving On - Maths Inquiry 2017<span id="docs-internal-guid-736e1cee-3454-3fbe-7cc8-7a0f9c0fc096"><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Our school wide Inquiry this year is focused on mathematics. Research results have shown we are achieving acceleration in reading and writing but it is time to turn our attention to maths to see if we can also achieve more acceleration in this area.</span></span><br /><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><br /></span><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">As I am a teacher of Year one children just beginning their mathematical journey it is important for the children to develop a sound number knowledge and strategies.</span><br /><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><br /></span><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">My inquiry will centre on a group of children who find difficulty in moving from stage 1 (counting one to one) to stage 2 (combining sets - adding and subtracting). They can count and form sets of objects up to ten but they are unable to solve simple problems that involve joining and separating sets like 3 + 2. They can count the 3 counters in one hand and the two counters in the other but when asked how many they have all together they say "three two".</span><br /><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><br /></span><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">This raises questions such as what strategies can I use to help these children? How can I strengthen these children's understanding? What key items of knowledge do the children need to developed? What learning activities can I select and implement that will aid these children? Would using manipulative equipment be more useful than iPad activities? </span><br /><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><br /></span><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">The beginning of this journey will involve an in depth look at reviewing their present knowledge to see what number knowledge they have and then working on activities to strengthen their understanding within the stage. This information, along with current literature and colleague's advice, will help me formulate an action plan for my teaching inquiry.</span>S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-64898087570182195292017-02-13T21:38:00.002+13:002017-02-14T06:54:18.952+13:00New Beginnings in a New Year - 2017.It is the beginning of a new year with a group of 17 year one students. I am delighted to be teaching year one students again and to be taking the first steps in their learning voyage with them. <br /><br />The focus this year is that "we are voyagers." It is fitting to think about navigating through our learning journey. We need to know who we are, where we come from and where we are going to.<br /><br /><div class="separator" style="clear: both; text-align: center;"></div>Most of the children in Room 16 this year have previously spent a few weeks at school at the end of last year so they have a sense of belonging to Point England already. They are enthusiastic to get on with their learning voyage again. We have been getting into new routines and getting to know each other.<br /><br />We look forward to sharing some of our adventures through our class blog.S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-77088853994049232802016-11-07T19:10:00.000+13:002016-11-07T19:10:21.363+13:00Successes Shared and Advice SoughtCollaborative inquiry groups are an informal way of sharing success and seeking advise from colleagues outside our team. <br /><br />I shared the small success I have had in helping a child to use what he does know and to encourage him to recognise what he needs to know and remember. We have moved from looking at a letter to remembering the shape or sequence of two or three letters. He is seeing and commenting on words around the room or in books we read and he is so positive about his learning. Each learning journey starts with small steps!<br /><br />The advice I sought was in helping children transfer their oral vocabulary into their writing. A good suggestion was to get the children to record their story so they could listen to what they originally said and write it down. The replay idea would also help children hear words and visualise what sounds they need to write as so often they don't use a word because they don't know how to spell it.S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-49647227252894010982016-10-20T08:11:00.000+13:002016-10-20T08:12:54.044+13:00"Reading and Writing Work"<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/174mJ54WeiE1VrWSd9xTx_Wf2vmgkDRZs3SfSiVJtYFo/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe><br /><br />S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-31505668331286591912016-08-31T13:42:00.000+12:002016-08-31T13:42:00.332+12:00Term 3 Inquiry<br />There are always students who find learning comes less easy to them so this term my focus is on this group of students. The readiness to learn varies from child to child and for some beginning school is such a different environment in which they have no idea how to respond or what is required of them. They prefer to be observers or watchers, not participating for fear of getting things wrong. I looked at my class to see what is holding some of these students back and decided it was time to look at the pace we were working at and the medium they were working in. These students seemed happiest working in a more tactile environment at a much slower pace.<br /><br />Already they are becoming more confident in both reading and writing and once they have a more confidence "I can" attitude we will begin to work again on the iPad. <br /><br /><div style="text-align: center;"><br /></div><div style="text-align: center;"><iframe allowfullscreen="true" frameborder="0" height="285" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/12G7RDL-X_SJ3XgiFFW2Da_T-YVNepT0qAJLPtJlh1oI/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div>S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-52453588243339591092016-07-06T13:25:00.001+12:002016-07-06T19:39:07.927+12:00Term 2 2016 Inquiry Presentation<iframe allowfullscreen="true" frameborder="0" height="380" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/17rzy5gFYO89_LW4tiOqLSGOZDnSe-k0bQlYSI0hTCvA/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="560"></iframe> S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-52077404300903825082016-05-30T13:55:00.000+12:002016-05-30T13:55:07.942+12:00Making ConnectionsThe reciprocal nature of the skills and knowledge of reading and writing is not something that children are naturally aware of. <br /><br />I have been demonstrating to my students how they can transfer their knowledge and understanding from their reading to their writing and vice versa. During guided reading or reading to we might notice the same ending i.e. the -er ending and discuss the sound made by these two letters. Then during writing one prompts a child that the end sound they are looking for is the same as the word we looked at in reading. <br /><br />Another prompt is to look for chunks they know - You know "look" so you will also know how to write "took". The children are encouraged to "stretch out" sounds and this phonic skill or phonemic awareness develops as children begin to write and read more new words.<br /><br />I have been consciously selecting a range of texts to read to the children to provide models for "interesting" words or rhyming words, structure and grammar in writing as well as widening students ideas and knowledge to write about. I also comment on connections between books to get children thinking about themes or content and have had one or two children now picking up on this and making comments such as this is like such and such a book and giving a reason. When a child might be stuck for writing ideas one can refer back to a book they have read and prompt about what happened then.<br /><br />Some of my students are very excited to 'discover' that these two subjects are so intertwined and are beginning to prompt each other as to the connections. It is exciting showing and discussing connections and then hearing them being used by the children in their learning.<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-lucPS_oz9cw/V0udO_b_yFI/AAAAAAAACKY/bM64AjG2BrsMGgGuUE4veXxJXVB5bPcYwCLcB/s1600/DSC00415.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://2.bp.blogspot.com/-lucPS_oz9cw/V0udO_b_yFI/AAAAAAAACKY/bM64AjG2BrsMGgGuUE4veXxJXVB5bPcYwCLcB/s320/DSC00415.jpg" width="320" /></a></div>S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com1tag:blogger.com,1999:blog-8811751542803618813.post-79561868710377815942016-04-17T21:46:00.000+12:002016-04-17T21:46:04.167+12:00Gaining Alphabet Knowledge<br />These are some of methods I have been using in my class to try and provide as many opportunities each day for the children to practise and use their alphabet knowledge.<br /><br /><br /><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1Y7AY8oGZenFHAk21U5upioT0ECLmpSva5HsiFFKRxPM/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe>S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-9982344430148901542016-03-29T11:54:00.000+13:002016-03-29T11:54:26.497+13:00Learning About Letters and SoundsThis term I have made a very conscious effort to make learning about letters and sounds part of every writing and reading lesson to try to increase learners alphabet sound knowledge and thereby increase their knowledge of high frequency words.<br /><br /> I have explained to the children the importance of knowing the shape of letters (what they look like) and the sounds they make individually. We have touched on sounds that some letters make together in our reading groups with learners who have already got a good grasp of alphabet sound knowledge but for others we are still looking at individual letters. I have also explained that writing and reading are linked and that writing is the recorded form of what we say. During either subject I will point out something we have focused on in one subject and are now making use of it in the other subject so that the children are aware of the link.<br /><br />We begin every writing lesson using the "Butterfly Chart" to say individual alphabet letter names, the sound it makes, a word that begins with the letter and to add a bit of fun a child in the class whose name that begins with the particular letter. Some children are now suggesting other words that might begin the same way.<br /><br />During writing we model whole class co construction of ideas into sentences. Magnetic high frequency words that are on their "Butterfly Charts" are arranged on the board in the same format. The children help find and put these words into the appropriate place in the sentence. I am finding that others will help someone find a word by giving them clues and time to think such as "It's in the yellow box and it starts with the letter 'w' that makes the sound 'www'." Some learners find the prompts done in a friendly way helpful and makes them pleased to achieve.<br /><br />In reading I also make alphabet formation as well as high frequency words part of the teaching segment as well as part of the rotation each day. Karen Belt has made some very useful activities that can be used independently as part of the rotation each day. These activities have sound bites so that the children can hear the sound as well as write it. They are able to listen again and again while looking at the word, identify other things around the room that start with the same letter and take photos of them. Other activities include sound bites to listen to and writing high frequency words at the magenta, red and yellow levels. <br /><br />As a team we are working through the iPad reading activities, adding slides with additional word work in different formats. We discuss why we have added them, which WALT we have used to justify the addition and also how our learners found them. This sharing of our knowledge and suggestions has been very helpful.<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-NbChT1jRsYw/Vvm1da4d3vI/AAAAAAAACCg/jh4ZQfchttI0G-ty6XKsHmEeTUYl1WosQ/s1600/DSC00520.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://3.bp.blogspot.com/-NbChT1jRsYw/Vvm1da4d3vI/AAAAAAAACCg/jh4ZQfchttI0G-ty6XKsHmEeTUYl1WosQ/s320/DSC00520.JPG" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"></div><br /><div class="separator" style="clear: both; text-align: center;"></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-ohppkImza8M/Vvm1xyGTj6I/AAAAAAAACCw/bAeUgSy206k119bhhKUVEhVZP9hpMkqcA/s1600/DSC09460.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://1.bp.blogspot.com/-ohppkImza8M/Vvm1xyGTj6I/AAAAAAAACCw/bAeUgSy206k119bhhKUVEhVZP9hpMkqcA/s320/DSC09460.JPG" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-ti6706cF7jk/Vvm1xxms4_I/AAAAAAAACCs/DvEa19RI0PIsBUIGBFbHvf0Rc_bzWbJLw/s1600/DSC09563.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://2.bp.blogspot.com/-ti6706cF7jk/Vvm1xxms4_I/AAAAAAAACCs/DvEa19RI0PIsBUIGBFbHvf0Rc_bzWbJLw/s320/DSC09563.JPG" width="320" /></a></div>S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com0tag:blogger.com,1999:blog-8811751542803618813.post-31380293592110524252016-03-01T18:55:00.000+13:002016-03-01T18:55:00.593+13:00Inquiry For 2016School wide focus: Formative practice in reading and writing to improve student achievement.<br /><br />Children's reading development is dependant on their understanding that a letter and letter patterns represent the sounds of spoken language. This predictable relationship between letters and sounds allows children to apply these relationships to both known and unknown words.<br /><br />My 2016 Inquiry is to develop ways to help my learners acquire and be able to use their alphabet sound knowledge and to see that it is predictable and systematic. This should help not only those that are struggling with reading but help those who have mastered individual letter sounds to build knowledge of letter patterns.<br /><br />I have chosen this topic because New Entrant testing has shown that this is an area that needs to be addressed to fill a gap in the children's learning and that the children are not gaining high frequency words at the expected rate.<br /><br />To begin with we have been building up a knowledge of letter names and shapes. Knowing letter names helps the children to remember the forms of written letters. Then we can move onto the letter sounds. Some learners are at the beginning stage of learning to recognise the first letter of their name by its letter name and are attempting to reproduce the shape. Other learners are able to see words as a sequence of letters that can be reproduced. We practice the shape of individual letters with a writing sheet, or on our iPads as well as during the formal writing session. <br /><br />Each morning during reading rotation opportunities are given to play with, match and sort letters. The children with a greater letter sound knowledge also have opportunities to apply and expand their knowledge of phonetically spelled words that are familiar in meaning during follow up activities.<br /><br />During 2016 I want to investigate opportunities that will help my learners gain word knowledge more efficiently.<br /><br /><div class="separator" style="clear: both; text-align: center;"></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-MISeou5bxCo/VtOrDGJ75XI/AAAAAAAAB9c/e4bgQj5vVMc/s1600/DSC09563.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://2.bp.blogspot.com/-MISeou5bxCo/VtOrDGJ75XI/AAAAAAAAB9c/e4bgQj5vVMc/s320/DSC09563.JPG" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><br />S. Dwyerhttp://www.blogger.com/profile/05690085497658274446noreply@blogger.com1