Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I...
-
Upload
rosalyn-booker -
Category
Documents
-
view
218 -
download
2
Transcript of Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I...
![Page 1: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/1.jpg)
Lead Teacher Workshop 4
I don't know.In our school we do
all our maths in apples and oranges.
If I had 5 coconuts and I gave you 3, how many would I
have left
![Page 2: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/2.jpg)
Lead Teacher Workshop 4
Overview• Unpacking the National Standards• What does the PD look like this year and next?
BREAK• New Gloss - Assessing students in groups• Christmas maths activity
![Page 3: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/3.jpg)
Make 3 statements using these statistics (taken from http://www.worldometers.info)
![Page 4: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/4.jpg)
National Standards
• Brainstorm any questions you have onto the postits
• Are these answered on the question and answer sheet?
• If not - stick them under the appropriate headings
![Page 5: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/5.jpg)
60 000 children will start school this year
• 40% Non European• 12% Maori• 9% Pasifika• 95% had some ECE• 20% raised by mothers with no formal
qualifications, this increases to 34% if raised by a single parent.
11 444 entered prison/correction managed systems
![Page 6: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/6.jpg)
Key Points of Difference with NZ model of National Standards
• No national testing. Assessment remains student-centred, suited to the purpose and teachers’ professional judgement is valued and utilised.
• Focus on the deeper features of literacy and numeracy across the curriculum and to reflect learning progressions. Literacy and Numeracy is vital to access the whole curriculum. They are not exhaustive lists of narrow key indicators.
• Focused on supporting teaching and learning. Our goal is to
raise achievement for all students in all schools, not publish information that makes unfair or unhelpful comparisons between schools.
![Page 7: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/7.jpg)
Measurement of Learning Achievement
Accountability Improving teaching and learning in the classroom
No league tables will be published with the sanction of government
![Page 8: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/8.jpg)
You don’t do an assessment,
you use an assessment
![Page 9: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/9.jpg)
Assessment
• Integration of teachers professional judgement with assessment numerical data.
• By term 3, 2010, all tools will be aligned against a common maths standard to help teachers use numerical data to make an overall judgement.
• There is no mandatatory use of assessment tools as these should not be seen as the ‘de facto’ test.
![Page 10: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/10.jpg)
“Scratch a standard and you find a test’”
John Hattie
Not in New Zealand!!
![Page 11: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/11.jpg)
Timeline2009: PD begins in Term 4 and continues throughout 2010 From November, teachers, principals, and boards can
participate in web seminars on the National Standards
2010: Schools begin to provide 2 plain language written reports to parents, with at least one reporting against national standards.
ERO will begin to ask about understanding and preparedness to use the standards.
2011: Targets in school charters sent to the Ministry will be informed by 2010 data against the standards.
2012: Schools' annual reports show their progress in relation to their targets for student achievement.
![Page 12: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/12.jpg)
Working with the National Standards in 2010In this first year of implementation, schools will:
• help students understand the standards and their goals in relation to them
• assess students' progress and achievement in relation to the standards, using a range of assessment methods
• ensure that students understand their progress and achievement and what the next steps are in their learning
• provide at least two plain-language, written reports to parents, family and whānau about their child's progress (and in relation to the standards).
• support parents, family, and whānau to understand the process and format of reporting and how they can work with schools to support their child's progress.
![Page 13: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/13.jpg)
What will this mean for teachers, principals, and boards of trustees?
• Develop their understanding of the links between the National Standards and the New Zealand Curriculum.
• Deepen their understanding of assessment and its role in supporting individual students and in planning teaching and learning programmes.
• Use self-review tools for Teacher, School and BOT (Online in November).
• Ensure that their plain-language reporting gives parents, family, and whānau the information they need to support their child.
• Prepare specific school-wide targets for student achievement in relation to the standards for inclusion in their school's 2011 charter.
![Page 14: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/14.jpg)
Webinars in Term 4 2009
• One-hour online webinars.
• Same content as any Term 4 face-to-face regional information session.
• Monday –Thursday. Each day varying times will be available, session times may include 9am, 12pm, 3.30pm and 7pm.
• Hold up to 90 participants around the country.
• National Office content experts supporting each session to answer questions.
• Contact: [email protected]
![Page 15: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/15.jpg)
Unpacking the Standards
![Page 16: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/16.jpg)
Putting it all together
Year Level 1 2 3 4 5 6 7 8 9
Maths Standard
Curriculum Level
Strategy Sage
![Page 17: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/17.jpg)
Putting it all together
Year Level 1 2 3 4 5 6 7 8 9
Maths Standard
End of one year
End of two years
End of three years
End of Y4
End of Y5
End of Y6
End of Y7
End of Y8
End of Y9
Curriculum Level 1 2 3 4 5
Strategy Sage
1 2 3 4CA AC
5EA
6AA
7AM
8AP
![Page 18: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/18.jpg)
Expectations for Y3, Y5, Y7 may alter
5 8Advanced
Proportional
High Achievers
High Achievers
High Achievers
High Achievers
High Achievers
High Achievers
47
Advanced Multiplicative
36
Advanced Additive
Cause for Concern
Cause for Concern
25
Early Additive
Cause for Concern
Cause for Concern
At Risk At Risk
14
Advanced Counting
Cause for Concern
Cause for Concern
At Risk At Risk
3Counting from
One by Imaging
Cause for Concern
Cause for Concern
At Risk At Risk
2Counting from
One on Materials
At Risk
1One to One Counting
Cause for Concern
At Risk
0Emergent
At Risk
NC Year 0/1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9
![Page 19: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/19.jpg)
Expectations for Y3, Y5, Y7 may alter
5 8Advanced
Proportional
High Achievers
High Achievers
High Achievers
High Achievers
High Achievers
High Achievers
47
Advanced Multiplicative
36
Advanced Additive
Cause for Concern
Cause for Concern
Cause for Concern
25
Early Additive
Cause for Concern
Cause for Concern
At Risk At Risk
14
Advanced Counting
Cause for Concern
Cause for Concern
At Risk At Risk
3Counting from
One by Imaging
Cause for Concern
At Risk At Risk
2Counting from
One on Materials
At Risk
1One to One Counting
Cause for Concern
At Risk
0Emergent
At Risk
NC Year 0/1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9
![Page 20: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/20.jpg)
Unpacking the Standards
• Use the photocopied resources to make connections from the New Zealand Curriculum to : the Y4 National Standards and then the Number Frameworks.
• Identify what is still there (Explicitly or implicitly). What is missing?
• Progressions
![Page 21: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/21.jpg)
2010 Professional Development
The content of Lead Teacher/Principals sessions will include:
• Making overall teacher judgements• Moderation• Plain language reporting to parents
![Page 22: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/22.jpg)
New GloSS
• Can obtain a stage for each domain: add/sub, mult/div and proportions
• You only need to solve each question using only ONE mental part-whole strategy to be a stage 6, 7 or 8
• WHY? - These are instructional stages (not achieved)
• In groups of 3 - Assess a child using New GloSS and discuss your data.
![Page 23: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/23.jpg)
Analysing, Interpreting and Using DataAnalyse• How many have/have not achieved expectation?• What progress has/has not been made?• Any unusual patterns / surprises / trends?• Which stages were commonly misunderstood?
Interpret• Why were the children unable to achieve/exceed the expectations?• How is our teaching linked to the result?
Use• What are the implications for further teaching?
- any adjustments needed to; teaching style /classroom programme / year overview- Target groups identified and action plan
put in place
![Page 24: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/24.jpg)
Christmas Maths
Where is the Maths?
Other christmas resources:FIO Financial literacy L2-3, P13-14
nzmaths: Christmas Tree: Problem Solving/Stats
![Page 25: Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have.](https://reader036.fdocuments.us/reader036/viewer/2022070411/56649f445503460f94c64f07/html5/thumbnails/25.jpg)
Thought for the Day
When the cook tastes the soup, that is formative assessment;
When the guests taste the soup, that’s summative!
(Robert Stake)