Using maths PD to change my pedagogy

I have changed the way I think about maths teaching and learning. I now teach at the level that children need to be working at rather than deficit thinking about fixing the gaps. I feel this works particularly well for struggling students as they are no longer in the lowest group in maths and they have a chance to move and accelerate like others.

The way I plan maths has changed as well. I'm not sure that the way we have been shown is the best and have added lessons ahead of time (planned) rather than always looking for resources depending on the previous lesson. This does not work for me as I will forever be planning and looking for resources and I just don't have that much time just to devote to one subject.

Mindlab

I am part of the November 2016 intake and complete this post graduate study on the 11th of July. I have found this study to be beneficial for my teaching as I can relate everything I learn to what is happening in my classroom. I enjoy doing the assessments with my two colleagues as this enables me to discuss learning and takes the pressure off having to do everything myself, especially when working full time as well.

The last 16 weeks will be different as we no longer go to the classes and have to do things ourselves. It has been a little difficult and the readings and tasks are easily forgotten - the weeks just fly by. We have the last big assessment done and have one more we do together, after that I do the last two by myself. This works out fine as I will be at my new school so won't have as easy access for meetings.

Peer Assessing

Children are peer assessing their work. I made a checklist for them to work through and this seems to work. These children made a video on how to peer assess. I believe (and have seen evidence) for the high achievers, this works well, a higher and a lower achiever works well,  but it does not work when you put low achievers together.

ETOC

During part of learning around healthy eating, I took my class t the local supermarket so that they could learn how to read labels to find out how much sugar and fat was in food. Children were ale to make informed choices about the types of food that were healthy and which foods should be eaten less. I think that by taking the children to the supermarket made the whole experience more valuable. I could have used empty food cartons with labels, but this would not have been as effective.

Mathematics Inquiry

Collaborative team inquiry, 2016

Question –

Will our in-depth knowledge of the maths progressions help to accelerate the progress of the at risk students when working in mixed ability groups?

Specific Goal: By the end of 2016, I am going to know the maths progressions so that I am able to quickly identify the levels the students are working at, and therefore, be able to move students on to the next level more efficiently.

• Research and gather maths progressions that adequately cover all the stands, are clearly outlines, and give examples.
• Make a folder/bound book of progressions that can be used when planning.
• Collaboratively work on building knowledge of progressions to help with anticipating student responses and know what they should be doing next.
• Set up are on RTC to record inquiry.
• Set regular times to add to RTC.

May 24th

Maths Inquiry - entries on blogs, reflections, what is working across teams, what do we still need to improve, share ideas and resources.

1. Collect progressions in all areas.
2. Check our own understanding of each progressions.
3. Best way to teach each progressions.
4. Use multiple types of equipment. Eg, use pictures of people, cars etc to get children to visualise what the question is asking. Bring resources and student progress to the next meeting to share - does the maths talk improve with use of specific equipment? We will add to our blogs.
5. Look at the wording of the old gloss - create a problem around stage 6 - make equipment to use with it.

Team discussed using visual aids to help our at risk students. We want to see if using these aids will increase the probability that students will understand the problem.

June 9th

Shared ideas and created a shared folder with visual aids.

Registered Teacher Criteria

Registered Teacher Criteria

Criteria	How does the criteria link with the evidence?	Evidence
1. Establish and maintain effective professional relationships focused on the learning and well-being of all akonga.	·      My focus is on building a safe environment for teachers to develop their science skills	Leadership Course in Dunedin
2. Demonstrate commitment to promoting the well-being of all akonga.	·      Leadership plan for 2016 has student outcomes as top priority	STLP (Science Teaching Leadership Programme)
3. Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.	Science in relation to the land and culture of NZ	Working with scientists
4. Demonstrate commitment to ongoing professional learning and development of personal professional practice.	By engaging in this programme, I am committed to my own ongoing learning of science, and skills in leadership.	·      STLP (Science Teaching Leadership Programme)
5. Show leadership that contributes to effective teaching and learning.	The leadership course will identify the skills that I need to work on, which in turn will make me a more effective leader.	·      Attending the leadership course in Dunedin. ·      Communicating with management to implement phase 2 of the STLP ·      Working with Paul from JPC to enhance science between the two schools.
6. Conceptualise, plan and implement an appropriate learning programme.	I have developed a science development programme for teachers that will allow them to learn and engage with science in achievable chunks. Teachers will the have confidence to teach their classes.	STLP (Science Teaching Leadership Programme)
7. Promote a collaborative, inclusive and supportive learning environment.	This is both for teachers and students. Tasks will be organised so that teachers have to work collaboratively. This same ethos will then be able to be used with students.	STLP (Science Teaching Leadership Programme)
8. Demonstrate in practice their knowledge and understanding of how akonga learn.	Discussions about the best way students learn. Networking with other teachers at other schools. Using the combined knowledge of STLP participants and facilitators. Curriculum Days in Wellington and Auckland.	STLP (Science Teaching Leadership Programme)
9. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga.	I am wanting children to see me as a learner. I want to allow children an easy way to follow my journey as they showed an interest in what I was going to do whilst I am away from school.	·      Set up blog so that children can see what I am learning.
10. Work effectively within the bicultural context of Aotearoa New Zealand.
11. Analyse and appropriately use assessment information, which has been gathered formally and informally.	We have researched student outcomes in science and have identified that there is a need to improve in this area – hence my being on the STLP programme.	STLP (Science Teaching Leadership Programme)
12. Use critical inquiry and problem-solving effectively in their professional practice.	I am continually using research of effective practices, observing others, working alongside scientists, attending curriculum and leadership days, and networking with others to reflect on my own practices both in the classroom and as a leader.	·      STLP – ongoing inquiry into my own practice (classroom and leadership) ·      Readings – research into effective practice

Science Teaching Leadership Programme 2015/2016

30.7.15

Science Blog: 

http://stlpscience.blogspot.co.nz/

School newsletter 29.4.15

We received the exciting news last week that Brigit Nieuwboer (Room 1) has been offered a place on the newly developed Science Teaching Leadership Programme.

‘This newly developed Programme supports the Government’s strategic direction for Science and Society by providing opportunities for teachers of science for years 1 – 10 to develop leadership skills and enhance the teaching of science within school communities’

Brigit will be on leave during Term 3 and 4. A Science teacher from JPC has also been offered a position on this prestigious programme, so JPC and St Mary’s will be working together, to improve Junior Science learning within the two communities.

I am sure you will join me in congratulating Brigit on this fantastic opportunity that has been offered to her and I know the school will gain much from Brigit being on this Leadership Programme.

Science Teaching Leadership Programme 2015/2016

Inbox

x

Jenn Corbitt <Jenn.Corbitt@royalsociety.org.nz>	22 Apr (5 days ago)
to wim.n, me, principal, John

Hi Brigit and David

The selection process for the Science Teaching Leadership Programme (STLP) has been completed.  As a result, the Royal Society of New Zealand is very pleased to offer your school and nominated teacher a place on the Science Teaching Leadership Programme beginning term 3 and 4 2015. 

As you are aware, there are two phases to the Programme – a placement for the nominated teacher in a science organization for terms 3 and 4 2015, following by 12 – 18 months science development in your school during 2016 and early 2017.

A copy of the letter of offer will be sent to the school and nominated teacher this week.   Please find attached a generic copy of this letter for your information.

Before you make the decision as to whether you accept this offer or not, can you please reread the attached STLP guidelines so you are clear about the Programme’s objectives and the professional and personal commitment you are making.  

Below you will find a return form.  Please fill out and return as soon as you can once you have made your decision. 

If you have any questions, please do not hesitate to contact Jenn or I at the Royal Society of New Zealand (“the Society”)

Kind regards

Jenn Corbitt

RSNZ Contact details for the Science Teaching Leadership Programme

Jenn Corbitt DDI: 04 470 5751 E:  Jenn.Corbitt@royalsociety.org.nz

John Auty DDI: 04 470 5763 E:  John.Auty@royalsociety.org.nz

Return Form:  Please complete and forward this by email to John Auty atjohn.auty@royalsociety.org.nz.  DDI 04 470 5763

__________________________________________________________________________________________________

I, the nominated teacher, accept/decline a place on the Science Teaching Leadership Programme and I understand and accept the terms and conditions.

Name of nominated teacher

Best contact phone number

Best email address

I, the Principal or HOD Science, accept/decline  a place on the Science Teaching Leadership Programme and I understand and accept the terms of conditions.

Name of school:

Name of Principal or HOD Science

Jenn Corbitt Project Manager - Teacher Fellowship /Science Teaching Leadership Programmes
DDI: +64 4 470 5751
11 Turnbull Street, Thorndon | PO Box 598, Wellington 6140, New Zealand
www.royalsociety.org.nz

Royal Society of New Zealand | Te Apārangi A place for knowledge and excellence