The Role of Maths in the PYP Feedback session 10 December 2008 Poornima Karve

Feedback session

10 December 2008

Poornima Karve

The Essential Agreements in Maths Developing essential agreements : They should be …. Few in number Concisely written Refer how something is done, not what students learn Are binding on all stake holders Can address the questions: What is it? Why do we do it? How does it work? How often do we do it? Who does it? Who manages it? Where is it kept? Who has access to the information?

Developing essential agreements :

They should be ….

Few in number

Concisely written

Refer how something is done, not what students learn

Are binding on all stake holders

Can address the questions:

What is it?

Why do we do it?

How does it work?

How often do we do it?

Who does it?

Who manages it?

Where is it kept?

Who has access to the information?

Essential elements in the PYP what do they mean in terms of mathematics? Rank in order …. Knowledge Concepts Skills Attitudes Action

Rank in order ….

Knowledge

Concepts

Skills

Attitudes

Action

The Little Boy by Helen Buckley Once a little boy went to school. He was quite a little boy And it was quite a big school. But when the little boy Found that he could go to his room By walking right in from the door outside He was happy; And the school did not seem Quite so big anymore. One morning When the little boy had been in school awhile, The teacher said: "Today we are going to make a picture." "Good!" thought the little boy. He liked to make all kinds; Lions and tigers, Chickens and cows, Trains and boats; And he took out his box of crayons And began to draw.

Once a little boy went to school. He was quite a little boy And it was quite a big school. But when the little boy Found that he could go to his room By walking right in from the door outside He was happy; And the school did not seem Quite so big anymore. One morning When the little boy had been in school awhile, The teacher said: "Today we are going to make a picture." "Good!" thought the little boy. He liked to make all kinds; Lions and tigers, Chickens and cows, Trains and boats; And he took out his box of crayons And began to draw.

But the teacher said, "Wait!" "It is not time to begin!" And she waited until everyone looked ready. "Now," said the teacher, "We are going to make flowers." "Good!" thought the little boy, He liked to make beautiful ones With his pink and orange and blue crayons. But the teacher said "Wait!" "And I will show you how." And it was red, with a green stem. "There," said the teacher, "Now you may begin." The little boy looked at his teacher's flower Then he looked at his own flower. He liked his flower better than the teacher's But he did not say this. He just turned his paper over, And made a flower like the teacher's. It was red, with a green stem.

On another day When the little boy had opened The door from the outside all by himself, The teacher said: "Today we are going to make something with clay." "Good!" thought the little boy; He liked clay. He could make all kinds of things with clay: Snakes and snowmen, Elephants and mice, Cars and trucks And he began to pull and pinch His ball of clay. But the teacher said, "Wait!" "It is not time to begin!" And she waited until everyone looked ready. "Now," said the teacher, "We are going to make a dish." "Good!" thought the little boy, He liked to make dishes. And he began to make some That were all shapes and sizes.

Then it happened That the little boy and his family Moved to another house, In another city, And the little boy Had to go to another school. This school was even bigger Than the other one. And there was no door from the outside Into his room. He had to go up some big steps And walk down a long hall To get to his room. And the very first day He was there, The teacher said: "Today we are going to make a picture." "Good!" thought the little boy. And he waited for the teacher To tell what to do. But the teacher didn't say anything. She just walked around the room.

When she came to the little boy She asked, "Don't you want to make a picture?" "Yes," said the little boy. "What are we going to make?" "I don't know until you make it," said the teacher. "How shall I make it?" asked the little boy. "Why, anyway you like," said the teacher. "And any color?" asked the little boy. "Any color," said the teacher. "If everyone made the same picture, And used the same colors, How would I know who made what, And which was which?" "I don't know," said the little boy. And he began to make a red flower with a green stem.

How best will we learn Maths? Inquiry Rocket writing Inquiry process :select any inquiry model Sketch to stretch Which of these cover the steps of the inquiry process Constructing meaning Transferring meaning Understanding and applying

Rocket writing

Inquiry process :select any inquiry model

Sketch to stretch

Which of these cover the steps of the inquiry process

Constructing meaning

Transferring meaning

Understanding and applying

Inquiry indicators How does environment support inquiry? What is the teacher doing? What are the students doing?

How does environment support inquiry?

What is the teacher doing?

What are the students doing?

Scaffolding Using the hexagon as a base shape, cover it with as many different ways as possible. If one triangle has the value of 1,what is the value of each block. If hexagon has a value of 6,create models to represent all the numbers What patterns can you see How could you work out the angles of each shape?

Using the hexagon as a base shape, cover it with as many different ways as possible.

If one triangle has the value of 1,what is the value of each block.

If hexagon has a value of 6,create models to represent all the numbers

What patterns can you see

How could you work out the angles of each shape?

Using Writing in Mathematics Can gain insight into the ‘person' who is their student Learn more about the effectiveness of their instructional strategies Warm up for a new topic A quick assessment of the learning at the end of the class. prompts Affective/attitudinal prompts Mathematical content process

Can gain insight into the ‘person' who is their student

Learn more about the effectiveness of their instructional strategies

Warm up for a new topic

A quick assessment of the learning at the end of the class.

prompts

Affective/attitudinal prompts

Mathematical content

process

The Greedy Triangle A triangle, dissatisfied with its shape, goes to a shape shifter to be changed to a quadrilateral.

Conceptions and misconceptions ‘ Students do misunderstand, but it is seldom because they cannot understand , most often because they understand something else’

‘ Students do misunderstand, but it is seldom because they cannot understand , most often because they understand something else’

Focus on Inquiry: Jenny Wilson F Facts Concepts Generalisation Theory building teach plan

Toolbox High 5 Gallery walk Data collection Graffeti board Rocket writing Question /wonder board Three before me Think/pair/share Journal Personal audit

High 5

Gallery walk

Data collection

Graffeti board

Rocket writing

Question /wonder board

Three before me

Think/pair/share

Journal

Personal audit

Assessment in Mathematics On Going process Prior assessment (finding out) Should never be graded Identifies learning gaps Helps differentiation Yields info about readiness Formative assessment (Keeping track and checking) When the cook tastes the soup, it is formative assessment Summative assessment (making sure) When the guests taste the soup

On Going process

Prior assessment (finding out)

Should never be graded

Identifies learning gaps

Helps differentiation

Yields info about readiness

Formative assessment (Keeping track and checking)

When the cook tastes the soup, it is formative assessment

Summative assessment (making sure)

When the guests taste the soup

Last but not the least ????????? Most important Good news!!!!!!!!!! New Best Practice and more rigorous scope and sequence coming out in JAN. Reflection

Last but not the least ?????????

Most important

Good news!!!!!!!!!!

New Best Practice and more rigorous scope and sequence coming out in JAN.

THANK YOU