1 to 1 Counting with Dinah

I am really excited to be getting back to teaching maths in the junior school. When I was previously in the juniors, the teaching of maths was very focused on Numeracy and in particular knowledge. I will be approaching this completely differently now after my PD with Dinah over the past 2 years. I met with Dinah this week and we primarily discussed the teaching of 1 to 1 counting through Strand.

Comments

Post a Comment

Popular posts from this blog

Jo Boaler: Mathematical Mindsets

Chapter 5: Rich Mathematical Tasks "Teachers are the most important resource for students.  They are the ones who can create exciting mathematics environments, give students the positive messages they need, and take any math task and make it one that piques students' curiosity and interest.  Studies have shown that the teacher has a greater  impact on student learning than any other variable." (Darling-Hammond, 2000). Engaging maths = curiosity, connection making, challenge, creativity and usually collaboration. Maths excitement = maths engagement. Number sense is crucial. Students have to be taught to listen to and respect each other's thinking. It is crucial to engage in "low floor, high ceiling" tasks. What comes first?  The chicken or the egg?  THE EGG!  Give the real problem first as this engages the students and ignites their curiosity and then give them the method. We want students to think intuitively about the problem. We want studen
Read more

Final Appraisal 2017

Standard 2: Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all leaners. Reflective question: What professional learning have I engaged in and adaptively applied to my practice? Firstly, I would like to focus on the professional learning that has come about through being a Lead Mentor this year for the Masters in Teaching and Learning Programme. This has really enabled me to practise the coaching and mentoring skills that I have learnt over the past several years, primarily with Carol. See my Leadership Inquiry 2017 for further reflections on this.  An example of 'collaborative problem-solving' is the approach we took to our challenging learners in the Busy Bees this year. Coming together as a teaching and leadership team to brainstorm possibilities was invaluable. I am SO excited by the direction of RSS and it has been great to be part of the development of that. Our
Read more

educamp18

Coaching for Success - Lisa Duff There is a lot of coaching at the leadership level, but not at the teacher/student level. The Leader's Guide to Coaching in Schools The Art of Coaching - Elena Abuilar Thanks for the Feedback Quiet Leadership - David Rock ** http://www.onwardthebook.com/ Coaching vs Mentoring Mentoring has great answers for the questions, coaching has great questions for your questions. In Coaching: We never use a 'why' question as it leads to someone being defensive Coaching as a way of being difference between being empathetic vs sympathetic (we need to be empathetic not sympathetic) don't judge At Whakarongo, each teacher is allocated an hour of coaching per CRT time. Coaching is unlocking a person's potential to maximise their own performance. It is helping them to learn rather than teaching them. Timothy Gallwey http://www.growthcoachingonline.com/page/about Growth Model: Relationships (Building the trust)
Read more