Teacher Only Day 29/01/2020 DMIC

TOD 29/01/2019

DMIC

Developing Mathematical Inquiry Communities

PD 3
youcubed- Growth mind set about mathematicals.

Developing proficient Mathematical learners?
* attend to the classroom culture

·       Choose high-level problematic tasks

-          A deeper level of thinking

-          More than one strategies of thinking – more than one ways of solving

-          Developing connections and extended tasks

-          Using mathematic language and rules

-          Content knowledge

Launch task in contextual and cognitive ways

-          Using their own words to understand.

-          What are the words for us to find out?

Anticipate strategies and monitor working

-          Strategies that they make.

-          Beware of the perception of the solutions that we have.

-          High lighting other strategies that students have.

-          Monitor the students to see if they make the connection of the modelling.

-          Having a good team player mindset.

-          Spray and walk away from questions.

Select and sequence

-          Choosing the groups to shares

Allow students thinking to shape discussions

-          Having students discussion will allow the plan to differ.

Plan for a connection

-          Planning extending problems

-          Understanding mathematical content knowledge

-          Prior, support the previous lesson to scaffold.

-          Knowing the key ideas

DMIC is for all (clips)

Inclusion/ engagement

Accepting diversity in our community

We need to know our learners, whanau and community actively. To help us to create an inclusive community

Explaining, showing, changing my mind, proving themselves  – All learners are expected of these aspects  ( these need to be valued in teaching)

Inclusive = collaborative

 Everyone is in the waka= which is inclusive

Valuing everyone brings success to their learning.

Raising the status of the students

Complex instruction

-          Promotes a different understanding of how people learn

-          A different image of what It means to understand mathematical ideas

-          It builds on the idea that learning is complex and that learner because they bring different ideas and understandings to a problem, will make sense of the leaning challenge it presents in multiple ways

Assigning competencies

The intellectual dimension ensures that the feedback is an aspect of mathematical work, and the specific dimension means that students know exactly what the teacher is praising.

-          Teachers job to raise the student's intellectual value

-          Praising the students, therefore, they feel valued.

 Multi-dimensionality

-          Many ways to be successful

-          More students will be successful

Students responsibility

-          Its not just one student responsibility.

-          Equal weight if they do not know it is up to the students to ask questions to the group or the teachers. Making students responsible for their learning. (setting expectation)

High expectations

-          Prefers students to take in charge of their learning

-          Not giving the answers help them to figure the answer

Effort over ability

-          What part do you not get rather than I don’t get this.

-          Having the questions reinforcing the students if this answer is correct?

Relational equity

-          Working on a problem together.

Complex instruction

-          Social and academic status

People often make decisions about other people’s intellectual abilities on the basis of certain characteristics that the community values

Parents

what is assigned value

-          More value to English than to other languages so people assume that others who do not speak English fluently do not have the same competence as those of native English speakers.

Participating in learning

-          What we believe about your intellectual abilities and those of others, is very often a social construction reinforced over time rather than a mirror of reality.

(If they are not participating, they are not learning)

Status generalisation

-          This term helps us to understand how the characteristics between people differ and how these are pooled so that status is allotted.

-          Status is local and changes within settings

-          Status differences in classrooms reflect those of wider society

-          But many local status characteristics derive from the school and class culture.

Status at work.

When your students are working in pairs or groups which ones hang back? Which ones do you tell to get engaged? Think about them again as you hear about Miguel

We need to think of students as being in situations where other act as though some students have much to contribute while other have little. Use the term “having low status” not “being low status”

What does being smart in maths mean?

List all the statements your students would make about what being smart in maths mean
- I am good at asking questions

I can explain my thinking

I never give up.

Where to next

Record what you have realised today? – I have realised that math is a language. I always thought of a traditional way of thinking where math there is always an answer but in an answer, there is an explanation. All the explanation can be different.

Record what your next steps and goals are.

-          My next step goals is to ask the reason why to the students ask many questions

-          Praise the students often.

-          Creating an open discussion culture.

-          Setting social norm in our classroom.

-          The status mindset (give an example)

-           

Use the communication and participation framework and plan the next actions you will put in place in your classroom.

Any other thoughts?

Are the traditional ways bad…

There are students that are being taught in those ways and it worked for them. Wonder and thoughts…