Post on 04-Jan-2016
SNP made simple
“Always make everything as simple as possible, but not simpler.”
Albert Einstein
From pedagogy to teacher change
Louise AddisonYear 1 trainingFeb 2009
“My second favorite household chore is ironing. My first being hitting my head on the top bunk bed until I faint.”
Erna Bombeck
Overview of today
• Forces for and against change.• Data, data, data. Data, data.• Show don’t tell.
– Part 1 - Workshop model– Part 2 - Explore issues with instrumental
understanding
• Modelling the model.• Link to future goals / algebra.
Forcefield analysis
• Use the arrows provided to analyse the reasons you think teachers will or will not change…
Theme 1:Data, data, data. Data, data
Exploring data 1
• Look at your class data• Compare to school wide data• Compare to national expectations
• Strengths• Weaknesses• Surprises
• I notice / I wonder
Exploring data 2
• What do numbers mean?– Refer to framework– Refer to student profile
• What does a “555” student:
– Know– Understand– Do
• Link to curriculum AOs
About fractions
Other data
• Interviews• Class situations
• Strengths• Weaknesses• Surprises
• I noticed / I wondered
Question analysis
• Which questions did students get wrong?• What were the incorrect answers?
Teacher data
• Relational Answer
• Possible student answers
• Reasons for answers
• Possible teaching responses
• Link to Teaching Inquiry cycle
Fractions Workshop
Fraction starter
• p. 10 Book 7
• One player is dots the other is crosses• Number line from 0 to 6• Roll 2 dice and form a fraction, place this on
number line (use materials if necessary)• Aim is to get 3 marks uninterrupted by your
opponent’s marks on the number line.• If a player chooses a fraction that is equivalent
to a mark that is already there they lose a turn.
5 views of fractions
€
3
73 over 73 : 7
3 out of 7 3 ÷ 7
3 sevenths
Implications for each…
• 3 pizzas are divided amongst 4 people. How much of a pizza does each person get?
How would each of the views solve this problem?
of 42
€
3
7
3 over 7
3 : 7
3 out of 7
3 ÷ 7
3 sevenths
How would each of the views solve this problem?
+
€
3
7
€
3
14
3 over 7
3 : 7
3 out of 7
3 ÷ 7
3 sevenths
How would each of the views solve this problem?
€
1−3
7
3 over 7
3 : 7
3 out of 7
3 ÷ 7
3 sevenths
How would each of the views solve this problem?
of
€
3
7
€
1
3
3 over 7
3 : 7
3 out of 7
3 ÷ 7
3 sevenths
Key ideas of fractions
Fractional vocabulary
One half
One third
One quarter
Don’t know
Implications for teaching
• Use words (pattern and meaning needs to be taught)
• Always refer to the ‘whole’
• Modelling with covered unifix cubes
• This needs to be understood before decimal fractions can be taught
Where to from here…
• Fraction diagnostic questions
• Analysis sheets
Instrumental vs Relational Understanding
• 10 662 have watched this video…
Modelling
• Complete teaching model sheet
• Write down 5 things they noticed students did and 5 things they wondered
• Write down 5 things they noticed teacher did and 5 things they wondered
Link to the future
• NCEA Analysis• Algebra Level 2
Aspects of change - national instep project
• reject/ignore• misconstrue• continue current practice believing it to be the new
practice• select parts and adapt to current practice• implement as required• actively engage and change practice substantively
How will you know???
The blob treefrom “Games without frontiers”
• Where do you sit?• Where do your
teachers sit?• Given this, what
might work for the teachers in your department…
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2021