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Siapo design Exploring the Pasifika Principles in Transformation Geometry.
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Transcript of Siapo design Exploring the Pasifika Principles in Transformation Geometry.
Siapo designExploring the Pasifika
Principles in Transformation Geometry
An evolving purpose
• As an HOD– raise Pasifika achievement – target Merit and Excellence
• Facilitation 1– Geometry and Measurement / ICT / Thinking
• Facilitation 2– Using geometry context to explore the new curriculum links
between front and back / KC’s / Effective Pedagogy
• Facililation 3– Pasifika Goals and Principles
Pasifika Education Plan Goals
• Goal 4 - Accelerate Pasifika students’ qualifications achievement.a) Increase the number of students achieving National Certificate of Educational Achievement Level 1 or higher by
2012 (from 67.8% in 2006 to 80% in 2012).
• Goal 5 - Continue increasing the effectiveness of teaching and learning for Pasifika students.iii) Increase teacher effectiveness across all curriculum areas.
SIAPO
• Siapo are the name given to the tapa cloth of Samoa.
• They are made from the bark of the mulberry tree.
• They employ many elements of transformation geometry in their designs.
Start with a paper mulberry tree branch
Cut along the length of the branch
Strip the bark from the branch
Remove the outer bark
Stretch the strip of inner bark
Scrape the bark with a clam shell
Remove the water
Flatten the bark with an i’e.
Leave to dry
Bind together spare bark
The upeti board with pattern to be transferred
Stretch the bark over the board
Use arrow root to reveal the pattern
Using ele (terracotta clay) to bring out design
Swab with bound together bark to further bring out the design
Patch the siapo
Repeat with additional layers
Paint the final design using a paogo (dried pandanus) brush
The finished siapo…
Siapo designs…
This design symbolises the nets used in catching pigeons and turtles.
Fa’a ’au’upega / Net
CHALLENGE 1• Work in pairs• Put up a screen between the two of you• Select four squares from the middle of
the table• Make a design with them on your side
of the screen• Describe your pattern so your partner
can try and create it on their side
Describe it…• Key words for describing your design…
– Asymmetrical a.k.a. – Linear pattern a.k.a.– Rotational symmetry a.k.a.
• Maths vs. Non maths vocabulary• Maths specific - Congruent• Different maths / non-maths - Similar
A bit unbalanced?
Very straight-laced?A bit twisted?
Identifying transformations
• “flip”
• “turn” “twist”
• “shift” “move”
• “larger” “smaller”
Reflection / Reflect
Rotation / Rotate
Translation / Translate
Enlargement / Enlarge
Describing transformations
• Reflection – Mirror line
• Rotation– Centre of rotation– Angle of rotation
(always anticlockwise)
• Translation– Left / right Up / Down– Vector of translation
• Enlargement– Centre of enlargement– Scale Factor
XX
A
B
Aiming for merit / excellence
DESCRIPTION• Shape A has been reflected
in line AB to give shape A’.• Shape A has been rotated
90 degrees about Point X to give shape A’.
• Shape A has been translated three to the right and one down to give Shape A’.
• Shape A has been enlarged by scale factor 2 about point X to give shape A’.
INSTRUCTIONS• Reflect shape A in the line
AB. Label this shape A’.• Rotate shape A 90 degrees
about point X. Label this shape A’.
• Translate shape A three to the right and one down, Label this shape A’.
• Enlarge shape A by scale factor 2 about point X. Label this shape A’.
Upping the thinking levels
• Tapa Transformations meets
Bloom’s Taxonomy
Principle Link to task Adaptations
Know the learner
Use the home language(s), knowledge, and experiences of Pasifika students as valuable learning resources in the classroom.
Ensure students’ prior knowledge and experiences are activated and used to build a bridge between what they already know and new knowledge.
Provide a range of culturally relevant texts, topics, contexts and perspectives.
Pasifika PrinciplesPrinciple Link to task Adaptations
Know the learner Diagnostic TaskNoticing Understanding Teaching
Use the home language(s), knowledge, and experiences of Pasifika students as valuable learning resources in the classroom.
Siapo patterns explanation
Comparing and contrasting with tapa from other Pacific nations.
Ensure students’ prior knowledge and experiences are activated and used to build a bridge between what they already know and new knowledge.
Teaching model: Materials Imaging Generalising
Language
Mapping current / first description to mathematics description.
Provide a range of culturally relevant texts, topics, contexts and perspectives.
Context and perspective
Further student input / perspective / voice to direct learning.
Principle Link to task Adaptations
Provide deliberate and explicit, transparent instruction about language as well as learning content.
Provide high challenge with appropriate level of support.
Provide multiple learning opportunities with a focus on learners using academic language.
Make productive links with family and community.
Pasifika PrinciplesPrinciple Link to task Adaptations
Provide deliberate and explicit, transparent instruction about language as well as learning content.
Vocab 1 - 3
Descriptions vs Instructions
Further incorporation of literacy strategies.
Provide high challenge with appropriate level of support.
Thinking skills progression to Merit and Exc
Transfer concepts and language into other design contexts.
Provide multiple learning opportunities with a focus on learners using academic language.
Teaching Model Use of manipulatives Written and oral language ICT
20+ uses of siapo cards.
Make productive links with family and community.
Sharing of designs
Knowledge swap – maths language / art design.
Kiwi icons
Further exploration…
• NCEA Analysis sheet– Standard– Requirements– Statistics– Reasons for not getting– Key teaching ideas
Making links…• Conceptual knowledge is assumed to
be constructed by assimilation of new relationships and is stored as a linked network of concepts.
• Procedural knowledge is gained by practice involving performing a routine in response to a certain stimulus (Galbraith & Haines, 2000).
Making links…• To develop conceptual knowledge teachers
provide opportunities for students to assimilate new relationships which are stored as a linked network of concepts.
• To develop procedural knowledge teachers explain the routine to be performed and the students practice performing this routine in response to a certain stimulus (Galbraith & Haines, 2000).
Further differentiation
ACCELERATION
DEPTHDEPTH
CHALLENGE
CREATIVITY
COMPLEXITY