Elly Warnock

Mel and I had a great session today discussing agency, dispositions, our RSS vision, the key competencies and our school values. We want to be able to see how they all link together.  We want to be able to simplify them, yet not loose the heart of any of them. Our discussion led to this...   Certainly still a work in progress, but a great start to aligning these important factors of what we believe is important at Russell Street School.  I just love that the work that was done in the Innovation Fund is not coming to fruition.  It is aligning beautifully with the PD we have had in maths, and the latest research. Next step - to take to Leadership.

As part of our COL, our Maths team are working alongside Jodie Hunter from Massey University.  This presentation outlines the important features of a successful maths programme.  I love that everything here links up with the work we have done with Dinah over the past 2.5 years.  A powerful presentation with key messages included.

Chapter 7: From Tracking to Growth Mindset Grouping One key factor in student achievement is known as "Opportunity to learn."  Put simply, if students spend time in classes where they are given access to high-level content, they achieve at higher levels. LOW FLOOR, HIGH CEILING TASKS Students start behaving badly when they are given the message that they cannot achieve . When students start to believe they can achieve, and they understand that I believe in them, bad behaviour and lack of motivation disappear. To encourage students to take maths to different levels: 1. Provide open-ended tasks. open-ended low floor, high ceiling. These are the MOST engaging and interesting maths tasks They are tasks that teach important maths, inspire interest and encourage creativity. In a growth mindset classroom, it is the teachers job to challenge, support, and stretch them at exactly the right level. Such teaching, although demanding, is also extremely fulfilli...

Chapter 6: Mathematics and the Path to Equity "We need all teachers to believe in all students, to reject the idea of some students being suitable for higher-level math and others not, and to work to make higher-level math available to all students, whatever their prior achievement, skin colour, or gender." "There is an imperative need for mathematics to change from an elitist, performance subject used to rank and sort students (and teachers) to an open, learning subject, for both high-achieving students, who are currently turning away from mathematics in record numbers, as well as the low-achieving students who are being denied access to ideas that they are fully capable of learning." Equitable Strategies 1.  Offer all students high-level content. 2.  Word to change ideas about who can achieve in mathematics. 3.  Encourage students to think deeply about mathematics. "Girls, more than boys, desire a depth of understanding that is often unavailable i...

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 stude...