Reading List

https://www.educationcounts.govt.nz/__data/assets/pdf_file/0011/107111/BES-Exemplar1.pdf

http://www.cerme.nz/

https://nzmaths.co.nz/mathematics-inquiry-communities

https://www.educationcounts.govt.nz/topics/bes/developing-mathematical-inquiry/01-developing-mathematical-inquiry-communities

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

Sabbatical Proposal

Focus Question: To investigate how a pedagogical focus on developing agency accelerates learning in maths, especially for priority learners. Sub Question: What conditions are required for a community (of learning) to benefit priority learners in this same achievement challenge? Rationale : I am a keen teacher of maths and have recently benefitted from two years of intensive maths development. My own understanding and teaching has recently been strengthened and has changed considerably. I am a senior leader in the school, having participated in several years of leadership coaching. Our current school vision and goals focus on developing agency in learners -this is an area of interest and development for the full sector. Our school is also part of the Palmerston North East Community of Learning, with one of its achievement challenges focused on lifting achievement in maths (traversing years 5-10 in particular). I am well-grounded in pedagogy and am keen to build on this, exp
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