Warming Up for Maths

Stretching in Different Ways

It's a Saturday in March and instead of filling the day with housework, gardening or family, I attended the annual Auckland PMA (Primary Mathematics Association).  As always, I have come away with a mind full of brilliant ideas to explore and implement within my classroom.  One of my takeaways was the importance of 'Warm-Ups' prior to a maths session.

PMA

I will be the first to admit that my warm-ups have been getting a little stale. It's all too easy for me to revert to the 'same old, same old' when I'm 'time poor' and feeling swamped with assessment and other administrative items that need to be completed. My learners have appeared to be enthusiastic about the warm-up activities that I have been using, but I was beginning to wonder whether there were any alternatives.  The stretches that I do before a walk are different to those that I do before a run. Should I apply this thinking to the stretching that my learners do before maths?  Should they be doing a different stretch that would best match the learning and thinking that will follow?

Well today, Marie (specialaddition.co.nz) and Jo (mathsdevelopment.co.nz) were my PTs. They have opened my eyes to a range of possible warm-up activities, and as each one was explored I began to see the value in how each one could support new learning, or help to reinforce previous learning. Many of the activities included 'Number Talks' (I'll do a post on this another time), which enabled rich discussion about choices as often there was more than one answer.  These a just a few of the websites to support my new warm-up stretching routines:

Solve Me

Same But Different

Steve Wyborney's Esti Mystery

In addition to the above, there are also warm-up activities with popsicle sticks, venn diagrams and cards.  My biggest problem will be to limit the time for my warm-ups (ideally 10 snappy minutes) so that I allow time for the learners to get out and 'run'.

Achieving Mastery

Climbing Solo

I've had this TED video earmarked for watching for quite a while now and finally, while having some downtime during report writing, I managed to watch it.  The time taken for preparation to ensure that he was ready for his solo climb reminds me (in a less life-threatening environment) of how important it is to ensure that our learners are prepared and ready so that they too can celebrate success when 'going solo'.

Loosing Focus

Keeping It Simple

At times I know that I 'over do' the planning, or at worse, loose focus.  Simon Sinek's 'Golden Circle' needs to be my 'go to' and supporting guide so that I don't stray.  I'm sure that will help not only myself, but also others - be it learners or colleagues.

'Melting' with the Mantle

Dorothy Heathcote Explains

 

I spent this morning's MELT reading about the Mantle of the Expert work by Dorothy Heathcote, Dorothy explains that she doesn't go into the group with preconceived ideas about what's going to happen. She begins with an idea of what might interest them.  Dorothy asks them for their ideas, then sees that their ideas come 'into the action'.  So she,

"tries to come is as a bit like a gas cooker at nothing."

The students (mainly boys) enjoy having their input into the play and working on improvisation, rather than follow a script.  This 'exposes their ideas'. 

After the improvised play, the students talk about what happened and the 'characters' were able to share their feelings (demonstrating empathy) when in role.  Students were also able to ask deeper questions about the actions and decisions made by the characters.  I felt this was significant when the students had performed a play in response to a story or piece of history that they had been studying.

Dorothy mentions "teaching teachers to receive and not to structure so that things flow from children", instead of 'doing'.  I guess this is why 'Mantle of the Expert' sparked my own curiosity as I feel that learning is more powerful when the learner is leading the pace and direction.  This process for learning would also enable cultural inclusiveness, because each child has a story to tell.


Sites to visit for further ideas:

• https://mantleoftheexpert.co.nz/
• https://www.mantleoftheexpert.com/

Videos to watch:

Ticking Some Boxes

Making a Deal

I'm home with a runny nose, itchy eyes and irritating cough.  Sleep has been beckoning, but my mind is going crazy because I'm here with an opportunity to catch up on some reading of blogs and watching of videos.  So I've made a deal with myself - to look a little closer at the work by Murray Gadd first, then have a rest.

Earlier in the year I had the opportunity to attend a workshop run by Murray and I've been wanting to follow this up with further research into his ideas and practice.

Identifying the Audience

The video that I chose was just a smidgen over 40 minutes.  I'm adding to this blog as I watch; adding some notes as I go.  What I noticed in the first 10 minutes of the video was how Murray kept referring to the learners as his readers - he had 'think alouds' and questioned the learners about what was needed to be a 'good writer'.  He also told them that his goal when writing would be to use sentences of different lengths and what was important when writing this recount.  This was a great way to help the learners understand the thinking process needed before writing starts.

Building on Vocab

Instead of writing, Murray provided the kids with an oral recount of his story with Baxter (the naughty dog), extending vocabulary along the way. This was another cool way to engage the learners and have them think how a writer chooses better words when writing.  At times, Murray sounded the initial letter sound of words and the learners helped him out.  He did this again later when writing 'focus' words on the board (to ensure that his ideas were sequenced) which modelled to the learners how to sound out unfamiliar words.

Scaffolding

Together, Murray and the learners wrote the beginning of his story, 'Baxter nudged the door open with his slobbery nose', and asked them if it had enough detail - "Will my reader know?" This resulted in the opening sentence to change to, "Baxter, the spoodle dog, nudged Murray's bedroom door open with his wet, slobbery nose." to describe what Baxter did and elicited from them that these were verbs.  He also asked them about the use of commas when providing extra detail (which a learner later used in his own writing) and an apostrophe. 

Engagement

I noticed that the learners were sitting for a lengthy period, but Murray's technique kept them engaged by sharing a funny story about Baxter the dog (a familiar topic for many of them) and by having them participate in the planning for his story.  He identified learners who might not usually share their thinking and purposefully asked them questions. The learners were given a chance to share their ideas with a partner before starting to write their book.

This video illustrates the importance of learner involvement and contribution when modelling 'how to be a writer'.  These learners were ready to write because the scaffolding was there and the ideas had been generated.

STEM and Literacy

Seeing the Wonder in us All

As an educator in today's learning environment, it can be really difficult to cover all the curriculum content in the way that we envisage it should and could be.  The feeling of being 'swamped' and overloaded with the needs of each learner (both learning and behaviour), can make that tunnel appear darker, instead of showing any light at the end of it.  On top of that is our own professional development, team inquiries and various meetings.  

In my role as Learning Leader for STEM, I've been battling with how to incorporate STEM into our daily learning.  The use of picture books appears to be an #oresome way to ignite discussion and develop questions which lead to STEM activities and learning. 

The range of picture books available is over-whelming so a problem for me is to identify a starting point and then how to design the learning so that it's appropriate for learners from Years 0-6.  After some timely searching through the labyrinth that we refer to as 'Google', I have come across a gem -  Paula Jamieson's blog.  The learners at Te Akau ki Papamoa School are very lucky to have such future-focussed educators leading their learning.  I'll refer to Paula's blog as a means of providing me with the necessary scaffolding.  

I've now found my guide and am ready to commence my STEM journey.  Watch this space!

Learning Menus

What?

For the past year, I've been listening to the Google Teacher Tribe podcast, produced by Kasey Bell and Matt Dillon.  Yesterday, while driving home, a listener sent a message about using 'Learning Menus' in her class.  I picked up on the word menu as it reminded me of 'maths menus' that I had used successfully in my class a few years ago.   So, what are 'Learning Menus'?

According to Kasey, it's all about choice.  These menus are a form of differentiated learning that can be created in a variety of styles and mediums.   Check out Kasey's blog post here to find out more. You can also view her Pinterest board for more ideas.

How?

Learning Menus are flexible and adaptable - including learning opportunities for all the learners in my habitat.  Their design differs to Hyperdocs in the sense that they provide choice - just like a menu in a restaurant (keep this in mind when designing your Learning Menu).  To quote Kasey,

Student choice is the big idea behind Learning Menus.

Kasey suggests to start using Learning Menus by creating a 'Tik-Tak-Toe' menu which can be for both short and long term learning:

In the above Learning Menu, #5 (the middle square) is compulsory, then the learners could choose any other of the other menu choices, but they must include at least one blue and one yellow choice.  The learning opportunities cover a range of ways for the learner to demonstrate their understanding - and the choices are open to all abilities.  

Sometimes, the choices could vary for abilities.  This would mean that the learners will be required to select a choice that is appropriate for them, but at the same time, enabling them to stretch and grow.  

Why?

Learning Menus appeal to me because they provide the learners with choice.  The menus also provide the learners with opportunities to extend and stretch, at the time when they are ready to do so.   We all learn at different stages and sometimes need time on one aspect to make meaning, before we can move forward.  These menus also sit nicely within the UDL framework because the choices provided on the menu are designed with all the learners in mind.  Learners will also be able to try new ways to share their understanding... I feel this might need to be encouraged if the same choices are being made frequently.  This leads me to thinking that the Learning Menus would need to be updated and revamped frequently, to avoid repetition of choices.

I see the Learning Menus as being just like a menu in a restaurant - catering for all needs and dietry requirements, e.g. vegan, gluten free, vegetarian etc.  Sometimes you want a snack, other times you want the whole 5 courses.  Each Learning Menu needs to be designed to accommodate all these needs.

I'm looking forward to designing my first Learning Menu.  We have more independent learning time (iTime) now that we have started our swim programme on Wednesdays and I envisage Learning Menus being a good fit within this time.

Final Thoughts...

As Kasey mentions in her blog, Learning Menus can be in a static, paper form, but they come alive with digital tools.  This leads me to my current grumble... lack of devices.   There are so many areas of exciting learning that we are having to timetable due to our lack of devices.  Despite email requests to parents, we have less than 10% of our learners bringing in their own device.  This means that we our own school devices are stretched - currently 1:4. 

It will be interesting to see how we use a Learning Menu in our habitat.  There will need to be menu choices for both online and on paper.  I hope that there is enough interest in both areas from our learners otherwise there won't be repeat customers in our 'restaurant'.