PR1ME MATHEMATICS

Leading the implementation of PR1ME at TES

Last year we bagan the two year trial of PR1ME Maths at our school. The decision came from achievement results as well as reviews from principals and schools which have trialed the programe as well as Lester Flockton's review. Check out my readings to find out more about PR1ME.

Taking on the lead teacher role of PR1ME is something I am passionate about and as a result would have loved to base my inquiry around PR1ME maths if we had not been directed to base it around the COL's goals.

I was fortunate to working for Scholastic when they were launching PR1ME to NZ. I found this the research really identified how poorly NZ kids are achieving in Mathematics. Looking at the data it is clear that Singapore, South Korea and Hong Kong are well above NZ and Australia. I have often had doubts with the way the Numeracy project was thrust upon us and I believe Wayne's reading highlights that we should be changing our teaching of Maths.

Scholastic have released the second major review of PRIME Mathematics by highly regarded education specialist, Lester Flockton. PRIME Maths is a genuine alternative to the Numeracy Project and has been adopted by schools across the country looking for a solution for students not achieving their maths potential.

Flockton has set out very clear messages to New Zealand teachers in his review and challenged them to take another look at the maths achievement of their students. PRIME has greatly impressed teachers who have taken it up because of its strong foundations and coverage, the clarity of the guided pathway it sets out for learners, and its support for teachers looking to help their classes succeed.

My Journey in this role has meant I have had regular meetings with Management and staff to upskill and provide the latest information. I have made regular contact with the Educational Manager at Scholastic to ensure any supplementary chapters are included in our school's scheme.

The main challenges has been phasing out individual learning journeys based around NumP and coming up with new ones which we can align with the levels. As we are in the process of transitioning our Maths scheme it has meant a review of our Curriculm Delivery Plan as well as identifying Assessment tools to help guide teacher's OTJs.

PR1ME implementation is a journey and I have tried to make contact with other schools to organise a catch up and discuss the journeys each school has taken.

Tim Bell Digital Technologies in the New Curriculum Presented by MPA

A very good session with Tim Bell. Some interesting ideas and looking forward with the new digital curriculum we have exciting times ahead. It is really important that we embrace the Digital Technologies Curriculum rather than fear it. Great further reading to follow up on.

Art Workshops with Anna Dixon’s focus on COLOUR.

29/5

The workshops were full-on with information and action with some great work produced. We had fun sharing this with our students and colleagues.

School Hangi

After we found out the Marae we are due to visit in term two was flooded, I suggested we held a school Hangi.

This initially was met with mixed reaction by the staff but we decided that the experience for all our Tamariki from such an event would be truly worthwhile.

Although we didn't have much time to pull it together, we were able to make it a very successful event. The community, staff and Whanau all played a major role in making the Hangi work. We held multiple Hangi hui in the school and sought discounts and donations through local companies.

I was confident early on that all would work out as I had organised a Hangi at my previous school. What I loved about this, was seeing through something so big from the start right to end with so many members of the community involved.

We rely on so many other people. We've got to rely on our community.

It was the first hangi for so many of oir students. It was important "It's part of being a Kiwi."

The hangi was important because it brought people together.

Some science was involved too.

The event was an example of the increased importance of schools as community hubs. We've had fantastic community support. We really appreciated community members and volunteers coming in and joining in.

Maintaining Maori traditions in the 21st century and passing on the knowledge to young people was also vital as New Zealand's a multi-cultural country. It's important we honour and respect the culture."

CAPPA PD with Liz Hansen RTLiT

Although I had attended Liz's workshops it was good for my PD to keep this at the forefront. Liz made reference to Cafe which we implement in our reading programe. Including how students identify their goal strategies.

Reading strategies book, writing strategies book, literacy teachers playbook.

From assessment to instruction and action plan. Really beneficial for struggling readers, our identified students.

Good for muy struggling readers.

3 core assessments to speed up process.

Balanced approach generally two main approaches one is whole language and phonics. While language starting at the book m meaning and coming down to sound level. Phonics would be starting at sound and going up. An example is big book read together then talk about meaning. Next day languages next day phonics. While phonics up. start with phonics lesson eg ch then go to words with/flash cards with ch then to getting shared books rich in ch

The balanced approach is neither starting with phonics our whole language approach but basing it rather on the assessment.

Honeycomb of effective practise. Reflect on aspects inn the honeycomb when students are still struggling or not moving. Include teacher aids in the honeycomb. Easy to understand and something for them to reflect on.

Reading is comprehension x decoding simple view of reading

Liz's expanded simple view. Kids couldn't use a strategy without knowledge. Reading recovery strategies are based on processes. Processing Strategies are often at sentence level, decoding strategies at word level. Explicitly teach strategies some pick up implicitly

Some strategies have more than one step

1st sound chunk
1st look left to right, find the first vowel, cover the first vowel and all the letters behind it.

Strategies and knowledge go together.

Collecting data
Sast is standardised, running record, BURT word test.
Tools
Sast can be changed to put into order of difficulty.

Get the kids that are struggling to look at pictures first.
Some will sound out in head, look at mouths.

Analyze data
Memory readers when reading is high and spelling low.

Spelling high reading low
Can't make connections, esol, strategies to fix up monitor. Engagement problems reluctant readers.

Looked at data that people had brought it included SAST, Burt word, RR. Discussed what they were doing and their next steps. If we knew Burt word test would only come up with one correct. we could use high frequency/ fast words.

Sast spelling can really identify what they know e.g. Short vowel sounds and what strategies they are using.

When child is writing thing's backwards check for letter sounds.

Active Minds Aotearoa

29 March Ross

Had our first PD session
20 hours a week available through Erin
This PD. Promoting 5 New kits
Look at what suits us next term
The 5 New kits look good I'm particularly interested in what they have

Manawatu literacy AssociationKay hancock

Brief history

More than reading words, learning to want to read

Focus has shifted to outcomes rather than reading for pleasure

Ns unintentionally narrowing the curriculum

Internationally more research has come out about reading for pleasure

Attainment including maths from one research paper.

Reading enjoyment more important for success target than social economic status

Lovely manawatu poem shared from new junior journal.

Where the wild things are. Conversational thread is so powerful for the children. Even though children had heard story before they wanted other kids not to spoil for it.

Discussion helps kids formulate own opinions

Open the learning through talk book to build on how to run discussions

Children as readers
Active readers
Understanding of elements
Aware of the power
Connections
Interpretations

What the teacher did
Mediated chose it encouraged it
Collection of books
Receptive to responses no one answer
Wondered with the children
Clarified
Made the most of teachable moments

Link on teaching reading as being a reader. Never sue McDowell

Before ready to read lots of look and say
Series should be composed of proper stories should be able to make connections

Rich playful use of language 1960s
70s shared reading

Revised edition in 1980s appearance appeal quality
Rhythmic, repetitive, anticipation
Language patterns sub plots

Does the story have charm magic impact, what gaps
Doors the language spark child's imagination
Will the story lead into further learning

Shared reading...
Non fiction for shared reading narratives up to purple.

Check literacy online

Ready to read advisory group have looked at moving on to chapter book jj did it anyway. Big year 3 hook. Teacher support material isn't there as a guided text for students reading at any level.

What opportunities

Shared teacher material and guide
Students to work in zpd zone proximate development

Teacher naturally feed in language as prior discussion takes place.

Talk about they're favorite part with a buddy.

The whole jj is available as pdf

Kahoot in Maths

I absolutely love the way we are using Kahoot as our maintenance and practice. The children enjoy competitive mode which I might enable when reviewing a unit of work. However during our ongoing maintenance I give them more time for each question and I and turn off the points function. In this particular Kahoot we have been regularly referring to adding and subtracting using regrouping. The children are required to use a piece of paper to help work out the answers using their regrouping strategy. I am able to change the questions and answers regularly so they get new questions. When I turn off the points function I have noticed an increase in the way students try and work out using the time available to them. My particular Maths class continue to become proficient at using the Chromebooks to assist them in their learning. I also appreciate the function were I can download the results after each Kahoot. I have looked at results, found a group of children who might need extra practice and give them some time with my classroom Teacher Aid. Just having 15 minutes with the group was effective as when they played another Kahoot, with different questions but same strategy, the improvement was excellent.

Advanced Capabilities - Growing the ideas

Science PD at Hotel Coachman 4-7pm

Anne Barker - Waikato University

We began the session by filling a plastic cup with ice and placing it in what we thought to be the warmest area of the room. - Mine weighed 93 grams at the initial weight.  The idea was to revisit this at the end of the session and discuss what happened.

The teachers/principals initially met to discuss how we have incorporated science in our teaching.  It was really beneficial to hear from other educators about their progress they have made including useful ideas.  

Active Minds https://activeminds.nz/ was mentioned by a school who utilises this service to have Science Kits delivered to the school on a weekly basis. They found this valuable and an excellent investment - something I'd like to look into further - Networking at its best!

Another tip which was shared was using http://www.whitcoulls.co.nz/toys/magic-pranks/prank-star-quick-attach-microscope-5922531

Question posed to our group was 'What would change if instead of science we called it "Nurturing" "Creativity", "Exploring", "Discovery", "Nature Study". What would be lost or gained.  Our group felt that maybe it would hook the younger kids in however, in my mind it would depend on their pre-conceived ideas / experiences of 'Science'.

Discussed the skill/processes interwoven into the capabilities.

We had a looking at ice and water experiments / statements we had to decide if we agree/disagree with some of the statements.  This brought a lot of discussion and debate as to the thinking and science behind it.  I really enjoyed the ideas and thoughts including our pre conceived theories.  It really opened the floodgates of debate which was excellent

A thought was mentioned by a member of our group of the way children often own their thinking or theory and it becomes close to the heart. Anne showed us an example of 'Ritualized Descent' an example was of drawing a diagram of your thinking (In a group) then turning around at another group no greeting or anything and the new group would ask questions - the child could not respond instead, once finished return to original group and share the questions eg 'maybe we need to show this in the diagram or why would that happen?' This takes the personalized aspect away from the theory-thoughts.

Another excellent way was the use of concept cartoons.  This was a good way to share thinking without having an individual feel critiqued.  I think this could be a great way to utilize in not only science but other curriculum areas.

All in all a good workshop - Good group of people and it was a great difference having a small group which allowed for easy discussion.

PPT to follow.

Science Capabilities Workshop Part 2

Teacher Only Day - Professional Development - Science

Began with a Whakatauuki:


He kotuku rerenga tahi
A White heron flies once


Recap observe

Difference with science and other subjects need evidence
Critiquing Evidence-Reminder of asthma article

Key Competencies - Learning Areas - Capabilities

We discussed how we took the last session learning into our classroom.  I mentioned how our class looked at some pictures not to dissimilar from our first workshop. Overwhelmingly as expected my class really made inferences as opposed to observations.  Knowing this really gives me starting point. Lianne and Soph shared their raisin experiment. Sophia brought some notes recorded by her students and Lianne shared how her class drew their observations which is another great way to communicate their observations. Very good for ESOL.

At our table, we had some ideas shared by Larissa from North Street, she came with wonderful ideas from her enrichment class. Larissa has set up task cards using stations around the room. She shared one experiment including observations with m&ms in which the students made observations of the colours as they changed in water. Her follow up lessons included comparing the changes made in coffee, lemon juice etc. Larissa was inspired by attending the science academy

Sir Paul Callaghan Science Academy

- We were encouraged to google Scanning Electron Microscope for images to observe.

Our table groups were then given objects including sea-plants, wood, rocks etc
We made observations using our senses including rough, small holes, brown, circular.

From the activity:
Weakness- recording words, kids can get 'knocked' might not take part - An idea would be to group the kids based on lower/higher order thinking.
Strength - Hands on, challenge kids thinking, can draw, groups- discussion, gain deeper observations.

UV beads were introduced, again by Larissa, the idea was based around hats on/hats off debate term 1 and 4 the beads can be worn and change colour based around uv intensity. Could be useful for where to place our Manaakitanga bench.

While we had an opportunity to experiment with a range of science items such as magic sand, green spinner, kaleidoscope. The question was raised about where to next? the content? Albeit play, ask questions, observe but where to? With the capability based activities, it provides children the opportunity to observe ask questions etc. Although it takes away the older way of thinking, 'There must be a content and here it is...' Where as this way shows us science is all around us and using capabilities are a major focus. The children get the opportunity to be part of science. I think this way is beneficial in my own teaching as these one off activities can help grow our kids into citizens and it is easier to manage. Also, these one off science lessons can be student generated and teacher able moments.

Assessment:
Capabilities lends itself well to assessment. We can see it they are observers. Could have specific assessment activities. Use a blog kids posting their wanderings; I wonder how; I think...
Needs be manageable
Rubrics can have a place - Making Science Real (Essential Resources) Bruce & Astall - has pilot activities in the book with the why. Weakness of Rubrics children can identify what area they need to achieve not the process.
Capabilities attributes/Where to next from Paul.
Example of monitoring sheet.
How would we assess collaborative/group observations?

Watched Austin's Butterfly - showed how to observe/critique for kids -Advice was given about shape, pattern,

It is easier to make observational drawings from 2D shape, a good solution is to take a picture and then have them draw the 2 dimensional perspective.

Reminder to use ARBS for assessment, although Paul believes very content based. Did the throwing balloons experiment.

Discussed what we observed - Wobbly flight path, the one with liquid had a steadier flight path.


Again, a reminder to use TKI for assessment

Often children dont know it's science because it is referred to as TOPIC

PAT tests

Final activity - Each group was given items collected from a range of beaches.  It was up to us to decide based on evidence and google. Items included shells, pumice etc.


Bill wasn't here today. It was good to discuss with those from other schools what they had been doing as well as some possible ideas. To go further I would like to take part in the Science Academy next year.

Twitter for Education

So it has finally happened, I've resisted the whole # and tweet business for some time now thinking that tweets were just a pointless forum of sharing useless information.  However, with the recent ULearn conference in Auckland and I not being able to attend, I thought I'd give the Twitter-Sphere a go.

And wow! Within moments of following #Ulearn15 I was consumed by a range of hot topics.  Of particular interest to me was the discussions around MLE and Teacher inquiry.  It was clear within the first day that using Twitter as an educator is a fantastic way to Network with many in the field.  Twitter also provided a great platform to share interesting readings, discussions and progress in the field.

Checkout;

http://www.educationreview.co.nz/magazine/november-2013/10-twitter-tips-for-teachers/#.VhiKBjmByfc.blogger

http://edtechreview.in/news/522-top-reasons-why-teachers-educators-use-twitter



Now I sign off as @Beardedteacher5, a fully pledged twitter user, looking forward to following more educational tweets.  #Lifelonglearner

Advanced Science Capabilities Workshop 6/10/2015 Paul Ashwen, Bill McIntyre, Anne Barker

An interesting course to attend during the holidays.

My hope was to enlighten/motivate me with teaching Science in the Primary Sector.  I have also been hopeful the presenters can shed light on resources available that can help.

The day started off with us reflecting on what we want to get out of the day. This included thoughts around:

• Resourcing 
• In - Class Environment 
• Motivating Teachers to teach Science 
• How to incorporate it successfully in an Over Crowded Curriculum 
• Confidence in the area

We then had an opportunity to reflect on our own Science Learning in Primary School and how and/or if we have used science understandings later in our life.  My thoughts around this are how I use my science knowledge in the garden.

I know not to mow lawns when it has dew on the grass as this magnifies the light and can cause brown tips on the grass.  Also I don't like to use tap water for my garden as the chlorine can cause browning of leaves when warmed up.

The idea of a nature table was brought up and Anne would love to see these again.  I think this would be a great idea in my classroom however, space is an issue.

Learning Areas

We looked at the NZC and the learning areas.  We discussed what the science Learning Area actually means.  In the social sciences, students explore how societies work and how they themselves can participate and take action as critical, informed, and responsible citizens.

What does Science Citizenship mean - To question the world around them, respect, making mistakes is OK, responsibility.

Manawatu is an area which has a great variety of Science establishment.  Which links to the Citizenship.

Capabilities

Observations

A photo was put up on a slide of what looked to be part of a dead bird with wetas throughout, instead of saying just that and making a statement. It is not useful to just make a single label and ending there.  Rather it is important to make many observations so you are still making observations of our world.  With making observations it is important to think of what they are observing.  Tapping into prior knowledge is inference.  Asking the how do we know questions gets kids to think.

Candle observation.

We looked at a candle (Lit) and made observations - Different shades of orange/yellow, the space around the flame had a mirage appearance. Under the flame there was a shiny appearance - I couldn't say it was a liquid as this was an inference. We made observations about the tip of the wick looking orange.

The group explored children's responses on cards about the candle experiment.  It was interesting to read responses that weren't true observations like ' It looks like an upside down carrot'  This is just a statement based on prior knowledge.  Yes they are thinking of shape and colour, but it is not the science level we want them to be at.

Observations lead to Where to next.

Notice →Think→Wonder→Predict→Observe→Explain

 

Difference between correlation and causation.

Critiquing Evidence is important process of Science.  We were able to do this as we tested the strength of two different tissues.  This was our own experiments based on what we had around us.

Tree Octopus Website is a good way to show children that everything written is not necessarily the truth.  So is the Macaroni Forest Article in the School Journal.

Resources that are recommended continue to be the Making Better Sense Series, as well as BSC books.  Even though these link with old Curriculum they still have a big place.  Other resources are the ARBS and the Connected Journals.  These can be found at Connected online. Also check out Science Learning Hub.

We also looked at TKI online.

http://scienceonline.tki.org.nz/Introducing-five-science-capabilities

Two Science based lessons I found here which I wish to try before the second session are;

Chemical Pop Guns
http://scienceonline.tki.org.nz/Introducing-five-science-capabilities/Use-evidence/Chemical-popguns
Pop! Froth! Fizz
http://scienceonline.tki.org.nz/Introducing-five-science-capabilities/Use-evidence/Pop!-Froth!-Fizz

I don't know how I felt about today.  I was slightly disappointed with the amount of theory, I did think there would be more practical activities to help motivate us.  I was also gutted that Bill didn't share his knowledge as he is a great guru in Science and can really make it exciting.  I am looking forward to trying the lessons from TKI.

CHROMEBOOK TRIAL IN ROOM 3

In my class we were lucky enough to have an opportunity to trial a pod of 20 Chromebooks on loan to us by Noel Leeming group.

This page highlights the two week journey utilising Chromebooks as part of our learning: As a teacher I found that the pros heavily out weighed the cons however, it would have been greatly beneficial if I had some form of professional development using google Apps and Chromebooks prior to the trial.

I felt having two weeks with the Chromebooks was fairly short to utilise effectively. Below is a short PMI chart highlighting our experience with the Chromebooks.

The need to become efficient using IT

PLUS                                             MINUS                                             INTERESTING

The start up time was less         The lack of knowledge I had going         Google classroom APP

than 7 seconds in most cases.    into this trial.

                                                                                                                   Sharing and

There was no need to update     The need to find plugs for all 20             management

anything like Adobe, Java etc.   Chromebooks at the one time.           

                                                                                                                    How are other

Everything would update on     Having the students working                    schools using them

boot up.                                     collaboratively on one document

                                                  often caused issues                                  The need to develop

Lightweight and easily                                                                               confidence and

portable meant the                   The school would need to purchase           efficiency using I.T

Chromebooks were great in       key locks for them rather than the

MLEs.                                        coded locks.

The students were very           Ideally if we were to get these

enthusiastic to use them in      across the school a ratio of 1:2  

their learning.                          Chromebooks could be costly

Working together on an assignment - Jigsaw learning

They held a charge for a

significant amount of time.

Students could save work in

their own folders and easily

access it to continue working

at a later time.

Having signed up to both

Mathletics and Reading

Eggspress – two online tools

easily accessed on

Chromebooks.

Storage online means no files/

folders to slow down the

hardware. There is little to no

chance of viruses as it is

based on Linux and using

Apps.  Also very easy to reset

Chromebook.

A very focused learning

Environment when using them.

An engaged class, some using chromebooks as part of rotation.

Working on writing on a bean bag MLE

An engaged e-learning classroom

Procedure Writing Learning experience

Today, as part of our introduction to procedure writing, Ruru had a great practical learning experience. The kids were motivated to come up with imperative verbs as well as coming up with their own steps that were concise. Although we didn't do any writing today, the oral language and real-life situation made it realistic for the students. Making milkshakes proved to lend itself well to our C&C unit which focuses on the dairy process, 'From Grass to Glass'.