PMA Conference 2019

ZNEPVYAJ


Early Career with 24
Gail Ledger & Jo Patrick

Imaging 
(stage 3)

Stage 2 and 3 are combined in pink book 5 ( The number frame work). If the learners can't do it, we will stay with materials.
Where are the learners are at:
NDP 1-4 -> NZC level 1 -> End of year 2
stage 5 -> NZC level 2  -> End of year 4
Stage 6 -> NZC level 3 -> End of year 6
Stage 7 -> NZC level 4 -> End of year 8
Stage 8/9 -> Level 5 -> End of year 13
These are our EXPECTATIONS

Teaching materials for the Early years
Beginning school mathematics (BSM)- will give lots of information about beginning teaching.
It has module different modules, it talks about numbers , algebra
From 40-60 will be the independent activities for the learners
The pink book -Linking to the BSM
Cycle1-4 is for year 1
Old Burgundy curriculum for Maths

There are two
1. Number strategies
2. Number knowledge

We worked on the frame work, how it works and purpose of using it
We worked on different games to learn numbers and using strategies, it was a good exercise.


Low Threshold, High Ceiling Tasks
- Using Manipulative Equipment for Inclusion
-  By Angela Neville (Registered Intern Psychologist)
Intended learning outcomes
1. Kinaesthetic learning opportunity
2. Using manipulative equipment
3.Explore different manipulative equipment based on their age and ability

Inclusion
Are they connected,
respected, included, contributing

Universal Design for learning (UDL)
Strategic networks-how
NZC encourages to include everyone in their learning because they come with unique experience, learning ability, etc
Affective-emotions
Recognition -perceive senses
strategic - communication
To all the learners to successful, we need to design based on their ability

Why UDL is valuable? video
Provide task for the diverse needs of all of the learners
Create a positive classroom culture

Go to "youcubed" for different maths activity
Numicon activity

What Next:
It was a wonderful learning opportunity for me to understand the early years of teaching, assessing and supporting all the learners with different ability. I understand each learner is unique and comes with different ability and experience.
I would like to include in my design and incorporate in my teaching and learning process.