MPI Day 1 Homework

 As part of the homework assigned for the MPI day 1, I completed the attached survey with my class last week. It was interesting to see both their survey answers and their interpretations of the data from the survey. As a classroom teacher it was great for my own personal reflection to see both their attitudes in general, and some definite space for my own improvment in my teaching practices.

My students were forthcoming with reflections and next steps for our class and my teaching, including more visual learning, how students dont like the maths to feel impossible in its difficulty, and how they find it enjoyable and helpful to be able to discuss their understandings with a partner.

MPI - Day 1

Today has been the first introductory day of the Mathematics Practice Intensive through Manaiakalani. I found today fast paced, fun, informative and positive.

Highlights from today include the profile of a good mathematics learner, academically productive talk, the model of growing good mathemiticians and the pillars of practice around this.

I particularly enjoyed the research reading I did around visual thinking in mathematics and how this needs to continue as children grow, from early childhood right through to university and beyond. It was very helpful to read research based evidence on why this is so important, and I think that this will help me to impliment better more inclusive strategies in my classroom. I look forward to going to the website mentioned in the article and looking for the lessons it mentions to help get me started in this process.

I particularly enjoyed the following quote from the article. "Visual mathematics is widely thought of as being appropriate for younger or struggling students and as a prelude to the “more important” abstract mathematics. It is true that abstract ideas can come from and be aided by visual mathematics, but visual ideas can also come from abstract mathematics and extend them to much higher levels."

I found having the time to explore the NZMaths and TKI pages very helpful, and seeing how to navigate to the connected journals and the online resources for those was great too.

Lastly I found it a fantastic affirmation to remember going forward that good maths is not the same as fast maths. A student being deliberate and careful, or needing more time to use a range of strategies to get to their understandings is not a reflection on their mathematical ability.

Teachers only day - curriculum refresh - 2nd June

 Teachers only day- curriculum refresh

⁃ Rerepeti and the team introduced the why.

⁃ Acknowledging that the roll out will be a refresh. Not a new curriculum. It will easier to use. Working as a collective.

A phase journey system of the curriculum with on going pd support. NELP tool. Learning g priority and they align with refreshed curriculum.

Te Mataiaho- curriculum framework.

Unpacking- we are up to the final draft. Circular visual. This Tohu has been gifted. A karakia that starts the document sets the kaupapa for the document.

Dr Wayne Ngata explains the origins of the whakapapa that him and his roopu have gifted.

Video watched.

Mātai - to observe study

Mataiaho is about strands- looking at weaving learning areas.

Ago- explains line of thinking.

To observe the strands of learning -

Matairangi- looking beyond the horizon

Maitaitipu- thriving community

Mataiahika- local mana whenua

Matairea- to progress

Mataioho- awaken

Mataiara- arise/ Awaken arise and go forth.

We are moving away from translations. As part of the journey we are now bringing in a Maori world view. No longer translating.

7 pieces that make up this framework. Each piece contributes to a whole. Moving away from solo or seperate sections. All contribute to te Mataiaho. First 3 are the why. Next 2 are that what, the last 2 are the how.

Mātai to gaze the suffix on end informs what you are gazing at.

Mataiaho addresses the need for change

Why

Matairangi- lays out the overarching kaupapa.

Mātainuku-foundations

Mātaitipu- seedling- vision for young people. Students.

Mātairea- progression, curriculum levels. No achievement objectives. Each phase us an outcome. 5 phases. Learning areas are the aho. They are the threads that are interwoven.

Mātaiaho- delivery of curriculum, awakening - how are we working with ahikā? Curriculum review.

Mātaiahikā- connection to place and community. Contributions knowledge WhT is being done to nurture.

Safe Boating Program

 

IYT completion certificate

 

The Literacy Place

 I participated in a 2 session workshop series on how to teach spelling and spelling rules from early to upper primary. I found it particularily good for reinforcing knowledge from the BSLA, and extending this knowledge into more complex rules and strategies, and how to tailor this to older students in the upper primary/intermediate areas.

 

Hapara Workspaces level 1