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Working like a Mathematician by Noel Johnson, Otago

Working like a Mathematician by Noel Johnson, Otago. Just for fun. Pathways and Learning Programme Design. National Workshop 1 Region Term 2 2012. Objectives. to develop connected pathways of learning to revise understandings of the inquiry process

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Working like a Mathematician by Noel Johnson, Otago

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  1. Working like a Mathematicianby Noel Johnson, Otago • Just for fun

  2. Pathwaysand Learning Programme Design National Workshop 1 Region Term 2 2012

  3. Objectives • to develop connected pathways of learning • to revise understandings of the inquiry process • to revise understandings of Maoritangain the context of education • to develop literacy skills • to unpack2.9 and 2.14

  4. Plan de jour • Admin and introductions • Stickies for issues and queries, self eval. • Session 1 - Connections AOs and Standards • Session 2 - Scenarios • Session 3 - Marginal numeracy concerns • Session 4 - Junior programmes • Session 5 - Accessing 2.14 • Session 6 - Accessing 2.9 • Session 7 – Plenary and Future Workshops

  5. Culturally Responsive Teacher • http://myportfolio.school.nz/artefact/file/download.php?file=468863&view=92809 • http://www.listener.co.nz/commentary/breaking-the-pacific-tethers/ • http://mathsleadteachers.wikispaces.com/file/view/10+BES+characterstics.doc/218215058/10%20BES%20characterstics.doc

  6. Ako:Teachers can use a range of strategies that promote effective teaching interactions and relationships with their learners. [ Ako means to learn as well as to teach. It refers both to the acquisition of knowledge and to the processing and imparting of knowledge. • More importantly it is a teaching-learning practise that involves teachers and students learning in an interactive dialogic relationship]

  7. Thinking about Inquiry http://www.inquiringmind.co.nz/WhatIsInquiry.htm

  8. Pathways

  9. Pathways 2

  10. Planning Scenario • Small school • Medium size • Large size TASK Choose a scenario and using AO’s design a mathematics programme. In groups, 20 mins.

  11. Small School (Decile 2)

  12. Medium School (Decile 4)

  13. Large School (Decile 6)

  14. Report back time Group to report back 5 mins each and discussion. Overview of courses planned and pathways.

  15. Old Issues, New Situation Programmes for students not well served by traditional math programmes. Low ability Y10 students, how do they get numeracy?

  16. Old Issues, New Situation Programmes for students not well served by traditional math programmes. Students who have 10 numeracy credits ONLY – now what?

  17. Old Issues, New Situation Programmes for students not well served by traditional math programmes. Students who have 14 credits all at Achievement level and NCEA L1. Now what?

  18. A Solution? • Year 12 Statistics Coursealong side Year 12 Mathematics Course. • Who does this pathway fit? • Possibility, Year 13 might be Calc, Stat and Mathin 2013. Hmmmm…

  19. Junior programmes • What are the big picture ideas for Year 9/10 programmes? • Do we do NCEA assessment here? Next slide is nearly last for 1st session.

  20. How to solve a problem • Read the question • Draw a picture of the problem • Outline your strategy to use • Do the calculations • Answer the task

  21. A successful approach • 2012 data • TS • 64 Year 11 students assessed. • 47 passed with A and M. • Nearly 75% success. • Almost all Maori. What was I teaching?

  22. Literacy Question • When Brownie, the chicken farmer travelled to town at 30km/hr he noticed he arrived an hour too early. He noticed that when he travelled at 20km/hr he arrived an hour too late. • Write a question that we can answer. End of Session 1

  23. Session 2 • The answer is of course • 24km/hr or 120km or 5 hrs. • Mrs Brown • What was the question?

  24. UNPACKING 2 standards • 2.9 Inference • 2.14 Simultaneous • A curious question? If circles are not in 2.2 (non-function), why is y=√x in the secguides? • Are circles in 2.14?

  25. 2.9 Inference • AME see file 8 and 8.1 • What do students have to learn. • Discuss boundaries with student work. • Good info on BLOG/Census at Schools and the aucksec.wiki

  26. 2.9 Teaching Sequence How would you go about teaching this? What practice activities can I use to make this task more accessible. Innovation?

  27. 2.14 Simultaneous • AME see file 9.2 and 9.3 • What do students have to learn. • Discuss boundaries with student work. • Good info on senior sec guides

  28. 2.14 Teaching Sequence How would you go about teaching this? What practice activities can I use to make this task more accessible. Calculators?

  29. Accessible Learning • What innovative practice activities can I use to make this task more accessible.

  30. SUMMING UP • WHAT HAVE LEARNED? • Card comment with questions (prompt) • Stickies questions need answering • Evaluation forms please.

  31. ACTION I am now going to …….

  32. Nec time • Accessing NCEA assessments • 2.2, 2.9, 2.8, 2.11 • Have you signed the roll check? • All files on …

  33. Thank you • Travel safely

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