Oroua+NLC+-+Mathematics

=2011= What will they be better at:- || ** Teacher Enquiry ** - Learning for teacher || ** Changes to teaching programme ** || **Evidence of Success** || **Targets** - Report to MOE || **Teacher Enquiry** - Appraisal || - Own goals identified - Own target cards - Practice basic facts with variations - Practice timetabled into programme - Progress documented on e-portfolio || - Diagnostic testing - Evidence of progress on their e-portfolio - Teacher, parent and student observation of improved speed and recall || Show accelerated progress graphically for all students. || Reflect on evidence of increased motivation for individual students. || - Recognize and develop their own problem solving strategies - Become better problem solvers || - Extend resources used; especially interactive sites - Engage Maths Advisor to help and visit other schools. - Gathering evidence of success || - Continue and develop problem solving challenges and use variety to enhance motivation. - Deliberately reflect on strategies used - Teach strategies and skills as required || - Written or videoed reflection on strategies used. - Examples of problem solving in e-portfolio showing progress over time. || Choose two students - one above and one just below. Brief report on each student's problem solving strategy development and willingness with evidence. Sample of student reflection. || Reflect on evidence of effective teaching strategies. Include in target report. || - Reflect on this throughout unit || - Reflect on maths learning throughout authentic context learning - Identify maths learning used || Students identify maths learning used and report it to the community, through Blogspot, and to BOT. || Same report as to the BOT || Report evidence of explicit use of maths learning in authentic contexts. ||
 * Enquiry with Brian**
 * Annual Plan / Targets / Teacher Enquiry for Mathematics**
 * Goal**: Competent, confident users of maths in life situations.
 * ** Evidence ** || **Goal / Target**
 * Result**
 * Student knowledge is not as quick as expected in tests and when working in group situations. || - Quicker at basic facts. || Seek different ways to motivate students with basic facts learning || - Diagnostic testing
 * Through teacher teacher observation, some students do not have the skills or strategies to solve a range of problems. || - Tackle problem solving willingly
 * Students are not aware of the maths learning happening || Transfer maths to authentic contexts || - Make potential for maths explicit in unit plans

__**PD with Selina**__ __//Gaps analysis//__ Many schools finds gaps with basic fact and place value Consolidation activities - Selina suggests to make your own to meet needs. Set up templates to make from. Target - Choose a group to collect data

__In an effective mathematics programme we would see ...__ Shared learning intention Clear student understood organisation; may include task board, modelling book, individual thinking book Well organised equipment Think time is given

__To do suggestion for me__ ... Joined 'Study ladder' online Organise foundation of programme - assessment and teaching materials Read ALiM programme on NZ Maths - basic facts practise and consolidation Great to look at further. IKan - []

__Other Strands__ Selina's measurement and Geometry Massey Course notes: http://measurementandgeometry.wikispaces.com/ Use curriculum document, maths chart, pink numeracy booklets

__Hot Spots__ - make sure that it is targeted to needs of chn. __Basic facts__ Pyramid Keep specific to individual needs Flash cards - 2-3 only - all different ways can write equation. ALiM - As class at own level or as part of rotation. Test at own level, egg timer, same test all week, graph improvement in time

__Consolidation__ (Buddy / Games) Think Board sheets - make templates Define strategy - students create problems Define problem - students think of different strategies to solve - highlight the most effective strategy Write word problems to show Use Figure it outs as part of reading programme to learn how to use them effectively ... example, instruction,

__Resources__ []

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