Problem Solving Maths PD

Problem Solving -Maths PD

We need to Analyse, look for what needs to be solved , acted out, finding different strategies to solve the problem.

Learners need to work out the answer it's better not to tell the answer.

How to solve problem collaboratively?

How do we extend the task and make it rich?

How to learn Maths?

Brain grows when you make mistake

Thomas Edison made thousand mistakes before to invent bulb

Growth mindset-Working hard, trying different strategy

Number Talks

• Great strategy for teaching number sense and maths facts at the same time
• Pose an abstract problem
• Collect different methods and discuss why the work, ways different methods are similar and different
• A great way to teach strategy (nz maths)

Learners need to explain mathematical reasoning which is very good

Complex Instruction

Multidimensionality- Learners can work well in their expected level

Roles-

Assigning competence-group responsibility

Shared students responsibility-learners taking responsibility, self-reflection, encouraging and giving compliments to develop interests.

Groups

• Facilitator
• Recorder/Reporter
• Resource Manager
• Team Captain

Learners take responsibility for their own learning. They try to analyse, revisit, assess their own progress, work with others ideas, try to give reasons, find reasons to solve.

Developing students self-awareness

• Self-Assessment
• Peer Assessment
• Reflection Time
• Traffic Lighting
• Jigsaw Groups
• Exit Ticket
• Online Form (real time)
• Doodling
• Students write Questions & Tests

We should develop some classroom norms to work this strategy well in the classroom based on this.

We should build on with the mathematical growth mindset in our classroom.

  

Teacher Only Day

  Narrative Assessments

Learning Coaches write Learning Stories of learners when they are learning to capture them collaborating, being curious, connecting and growing capabilities.  This is assessment AS learning! A min of 12 per learner per year- and the parents & learners engage with these in the learners’ blog.

Our narratives support our school vision and vision principles.  Aspirationally, they foster a partnership with families and capture progress while highlighting relationships to identify next steps for learning.  The best part? Accessible to all.

We use google docs, Comic Life, EDPuzzle etc. and Blogger which is linked from their Learning Pathway via their blog.  

Look for the learners who are really engaged in learning, take photos, analyse what kind of learning is going on, what the learner is really interested, recognise their interest and respond it by giving them opportunities and possibilities for them to develop their skills.







Utopic iExperiences



How do LCs collaborate to make the learners learning a bit deeper.  What do we do? Maybe end of the day just a little conversation about what we noticed, recognise and respond the following days.

Collaborative Spiral of Inquiry     -  Survey for LCs please  Results  EOD (Safe to Fail Probes and iExperience Experiments- How to strive for Utopic iExperiences)
1. Scanning What’s going on for our learners? How do we know?	2. Focussing What’s going to give us the biggest impact? Where will our energies be best focussed?	3. Developing a Hunch What do we wonder?  What’s leading to the ‘situation’? What are our assumptions about what is contributing to the situation? How Might We leverage educator collaboration in LH Teams in order to provide utopic iExperiences for our learners? We wonder if …to... will ….?
6. Checking Have we made enough difference?  What’s going on for our learners?  How do we know?			4. Learning What do we need to learn? What research or theory is informing our learning? How will we design new learning? Why is an approach or principle important?  How can this learning be collaborative?
	5. Taking Action What did we do differently? What opportunities are there for dialogue, observation and reflection with others? What’s going on for our learners?  How and when can we share our learning?

PB4L




Managing Minor Problems
How to differentiate major and minor incidents



Find out the reasons behind the behaviour.
Calm-Trigger-Agitation-peak-De-escalation-Recovery.
We often find out the problem when there was in a peak situation. It's always good to find the reasons behind it by talking to both the learners and help them to solve their problem. Sometimes learners don't know how to solve the problem but as a learning coach, I can have a little chat with them, make them feel ok, then help them to solve their problem by asking more questions, help them with proper words to talk in that situation.

Curious about seeds

See our story about seeds HERE 

I am not very good at using technology, so I have decided to learn. I was wondering how could I learn to use technology. I decided to play up with the system but I needed something to play with. I decided to make a video about our learners learning. It was a big challenge, but I decided to make it for a purpose. I become curious as I was finding more information about using different apps on Mac. This is the example of my learning how to use technology in powerpoint and I learned to convert to google slides. After a hard work, I learned how to upload on my blog and link my project here.