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Lead Teacher Workshop 2 2011

Lead Teacher Workshop 2 2011. 9 – 10.50 Leadership Issues Data Analysis What to do with the high achievers? National Standards Illustrations and Strand 11.20 – 12.15 Proportions and Ratios Content Knowledge 1.15 – 2.45 Developing an expert practitioner. Warm Up: Problem Solving.

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Lead Teacher Workshop 2 2011

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  1. Lead Teacher Workshop 2 2011 9 – 10.50 Leadership Issues • Data Analysis • What to do with the high achievers? • National Standards Illustrations and Strand 11.20 – 12.15 • Proportions and Ratios Content Knowledge 1.15 – 2.45 • Developing an expert practitioner

  2. Warm Up: Problem Solving

  3. Pigs and Ducks: In the farmyard there are some pigs and some ducks. In fact there are 11 animals and 28 legs. How many ducks are there in the farmyard? What if there were 87 animals and 266 legs?

  4. Problem Solving Strategies Draw a Diagram Act It Out Use Equipment Guess and Check Guess and Improve Make a Table Make an Organised List Level 1 and 2 Level 3 and 4

  5. Why Teach Problem Solving? • It builds mathematical development on their current knowledge; • It is interesting and enjoyable • Learn new mathematics with greater understanding; • Produces positive attitudes towards mathematics; • It makes the student a junior mathematician; • It teaches thinking, flexibility and creativity; • It encourages co-operative skills; How is Problem Solving included as part of the maths curriculum at your school??

  6. Data Analysis: GloSS v Individual Domain • What do you understand by a GloSS stage – how is this calculated? • Compare a Y6 class of GloSS with individual domain data. What are the pros and and cons of each? • SO, when looking at GloSS data, what might this mean for other domains?

  7. Data Analysis: One year group only, e.g. Year 5 • How well have they achieved? • What progress has been made? • What other information would you need to support your conclusions?

  8. Data Analysis: Whole School • Which year groups have achieved against expectation? • What year groups have made most / least progress? • Can you identify target groups for acceleration? • What else might you need to find out to assess their needs and type of intervention support? • What do you notice, if anything, about achievement and progress made by pasifika and maori students?

  9. What to do with the high achievers Jigsaw Activity- Groups of Four • Read and share extracts A, B, C and D from “Gifted and Talented Pupils in Mathematics” • Share and discuss differentiation/enrichment possibilities for: • Whole school organistation • In-class organistation

  10. Enrichment Resources • Develop algebraic thinking and other strands • Problem Solving: (FIO, nzmaths…) • NZMaths: Bright Sparks • NZAMT enrichment activities • National Bank Problem Challenges • NRICH • Figure This!

  11. Points of View National Standard Illustration Secretly make a modular home with 5 cubes. Draw a 2-D plan of your building showing different views: front, top (plan) and side views Give your plan to your partner for them to build with cubes. After making the model, check it’s correct and draw a 3-D drawing of it.

  12. National Standards Progressions

  13. Using the Illustrations • Compare Child A’s work of a similar task to the illustrations – what standard have they reached?

  14. Using the Illustrations Compare Child B’s work of a similar task to the illustrations – what standard have they reached?

  15. Coming Up… • PMA day: Saturday 25th June • NZAMT: 19th – 22nd July in Dunedin. Early Bird Registration closes 19th May (save $100) • Lead Teacher Symposium: 29th/30th Sept at Waipuna. Teachers choose 1 day to attend. • Content Workshops at Kohia • Effective Numeracy Courses for pick ups

  16. Developing Content Knowledge Workshop Option 1: • Equivalent Fractions and using them to • Compare and order fractions • Add, subtract, multiply and divide fractions • Decimal fractions, percentages & equivalent ratios Workshop Option 2: • Understanding Decimal Place Value Misconceptions • Operating with decimals • Percentages

  17. Developing an Expert Practitioner • Using the 10 characteristics of effective pedagogy, brainstorm what you might observe. • Share the green strips and place them alongside the corresponding characteristic

  18. Shared Planning and Teaching Stage 5 EA Wafers p.16 Or Stage 7 Decipes p.38

  19. Debrief Debrief, Self reflect and choose two personal goals

  20. Thought for the Day The only mistake is the one from which we learn nothing.

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