Dr doing maths

Dr Michelle Dalrymple

Cashmere High School

Plenary speaker

This is what she said:

Why students don’t achieve:

Myths

Maths is for maths people

Maths is an innate talent

Parents are poor at maths, ergo…

Students who are good at English are not

good at Maths

And more…

Teachers mixing it up

Sometimes, we don’t see it, but we can

get it wrong.

Need to ask ourselves “what will it look

like in the end?” for the student

Get rid of the kid

When teachers give up; students can

give up

Swapping students out of your class is a

form of giving up

Letting students be excused from

participating in class is a form of giving

up

Praise breaks motivation

(not a myth)

Evidence available

Focus on what students can do can

impact negatively

Focus on how students got there

Stunted relationships

Breakdown of relationships between

maths teachers and the students

Support for maths teachers and their

relationships will be beneficial to student

learning

Must focus on supporting maths

teachers.

There’s more…and its real

Discipline of maths is wrought with

issues a lot of the time only maths can

fix, but maths can help other disciplines

Some issues in the maths class are

specific to maths, and some of those

issues involve maths.

Demands on a student

Discipline

Developing habits of discipline

Knowing when to be still because the

brain needs time to process.

Avoiding distractions

The maths teacher must

Never give up on a student

Make mistakes part of the lesson

Make mistakes part of the success

Praise the mistake that was made

because it leads to success

Recognise processes and rules in maths

are important

Science proves it

Mistakes make the brain grow

Check out Carol Dweek’s Growth

Mindset

Our colleagues can

Support the maths teacher by helping students reconnect with their teacher, rather than provide a way out/a way to give up.

Know that students need to understand boundaries of the maths classroom

Know that successful acquisition of maths knowledge mostly needs a calm environment

KC and Tataiako

Drawing on Key Competencies to make

maths work in the classroom involves

relationships

We got this

Workshops

Dr Michelle Dalrymple

Junior programme

Grant Ritchie

Probability

Nicola Ingram

BOYD

Scheming

What to plan and when

Top down

When planning schemes, work from the

top down

Put emphasis on stats and probability,

but not in the same year level

Suggest Stats at Year 9, Prob at Year 10

Avoid using activities across year levels.

That last point

An activity used in Year 9 should not be

used in Year 10, unless

It is used as a review

In a case where students had not used it

previously

…because

It undermines the validity of the current

topic

Increases feelings of inability if students

know they are doing work they did the

year before

Eats up confidence

Focus

Helping students recognise when they

are using maths

Using games

Praising mistakes

Developing learning plans based on

what needs to be done in Year 13, etc

Probability

Focus on

Games

Language

Discussion

Excellence answers

What is needed in Year 13

BYOD

with Naomi Ingram

Looking at tools, uses in the maths

classroom, what is in store

2017 assessment

Already trialled in a number of schools

Biggest glitch to date has been inability

of assessment programme to allow

students to go backwards and forwards,

after having gone backwards.

1.2 Assessment completed online

Research

Shows use of devices up to only 20% of

class-time in subject of maths

New apps overwhelm student learning

of key maths steps

Mastery of key maths skills does not rely

on EDs

EDs used for research, posters,

googledocs, homework

Concerns

New apps may outsource need for

graphics calculators

New apps able to read and solve maths

problems being developed

Demands on classroom teacher to use

EDs that are detrimental rather than

helpful

Expectation that EDs are the answer

Reality

Year 13 students prefer graphics

calculators.

Online assessment authenticity easily

compromised

Students trying to use apps to solve

maths problems are not maths students

Little use of EDs needs to be acceptable

in maths

List of resources

http://www.oma.org.nz/resources.html

What? Only our school have used IXL

and others hadn’t heard of it?

Differentiated learning

Ended up doing a mini workshop with

people about how to develop DL in their

classrooms

Thanks to Munro Doran

So…

From the PD

We are already ahead of the pack when

it comes to using Inquiry and Tataiako

because we are using the key

competencies, cultural key

competencies and inquiry cycle to help

We have a scheme

We are hitting the BYOD

More things that stood out included use

of hands on activities, taking time in

class to korero

What is interfering in our success?

Things we can do

Use colour

Paper

Card

Felts

Use Talking Points

Interchange Grid task with Talking Points

Write up three questions and let them talk.

You listen.

Talking points

Luke Skywalker has three minutes to

prepare for battle, he is most likely to

grab

a) A first aid kit

b) His light sabre

c) Light sabre batteries

Listen

Listen out for rationale

What prior knowledge can you place?

Aside from who hasn’t seen any of the

Star Wars films, what gaps are

becoming clear?

Who used key words? What are they?

How were they used?

Three level guide

Its an English thing, but it can work in

our classes:

Develop Talking Points with three

questions: easy (A), difficult (M), more

difficult (E).

Refer to the marking schedule to help

Not an OSEM fan

Sorry

S and E…eek

PLAN works and so does PEER

We need to agree on one, but it can’t be

OSEM

PLAN

Point

The point that is clear

Link

to evidence (from example to point)

Analysis

of point and the evidence, and how it answers the problem/question

iNference OR Next idea

What does it mean and where does it lead?

PEER

Point

The point that is clear

Evidence

The evidence or example

Explanation

How it answers the problem

Reason/rationale/relationship

Across the point to the answer

Don’t believe me?

Alternative Maths

Check out their answers for Stats

Stick to plan

Running out of time to clock up that

excellence?

Is pushing the timeframe out really going

to help or are we giving our students a

false impression of what is needed?

Use homework to support the classwork.

Building basics

Team needs to work together

Heroes wreck the learning habits of

students

Don’t be a hero, be a team player

End