The multiplication complication

To increase my kids times table knowledge I have included a basic facts station into the maths program. The goal was to make this station engaging and 100% child monitored as the children would be working at this station while I was working with a small group.

So far the station is proving to be a success. The children are visibly engaged when they are there and often ask when it is their groups turn at the station. At this point and time the station includes two activities:

 1 - Multiplication/division wheels
This task has the children testing each other on a times table they find challenging. If they get one wrong they have to find out the correct answer and say it 5 times e.g "6 x 8 = 48,  6 x 8 = 48..."
This task can also be done without a partner.

2 - Multiplication card game
Children start with the same amount of cards. At the same time each child turns over a card. The   goal is to be the first of the pair to correctly multiply the two cards together. The winner takes the cards. The person who gets all the cards is the winner. This game is works well particularly for the children who know most of the 1 - 10 times tables as the packs of card they use go up to 13. These children are encouraged to select cards that included 6, 7, 8, 9, 12 and 13. I have 3 children who really struggle with times tables so these students add the numbers on the cards.

To keep the children engaged I will be changing the various activities up during the term. While the children are engaged I have yet to test them to see if this station is having any effect on their achievement. This will be happening soon so watch this space.

Talking Points - Class OnAir episode

The Video
The learning intention for this lesson was to participate in a group discussion by actively listening and speaking. In the video you see the children being introduced to the activity and having their first discussion. In the last minute you see the children being introduced to the reflection activity. The group was intentionally put together with children who wouldn't naturally speak their mind in a group setting. To see a detailed lesson plan, reflection and examples of the kids work please visit my Google Class OnAir site.

The times tables hurdle

Times tables basic facts have always been a common hurdle for kids to get over. Not only do they have to understand the concept but they then have to go about the process of memorising them which can be painful and boring.

This year I have a maths class of 27 year 7/8 children. It is evident from conversations with the children and their IKAN test scores that there is a general lacking in times tables knowledge.  This is holding them back from learning and understanding more advanced mathematical concepts and strategies.

My CoL inquiry focus this year is: How can I significantly improve my kids mathematical knowledge using the Learn Create Share pedagogy? This term I will be inquiring into how I can develop the multiplication knowledge of my kids. My first step will be investigating how to get 'buy in' from the children. As mentioned above the process of learning times tables can be painful and boring, but what if it wasn't? What if it was fun and engaging and kids really wanted to learn them? Who knows what amazing shifts could be made in the children's maths progress this year. I'm looking forward to finding out.


Image courtesy of janjf93 pixabay

Explanation writing - Class OnAir episode

The Video

The learning intention for this lesson was to plan & write a piece of explanation writing using the T.I.I.C (Title - Introduction - Information - Conclusion) structure. In the first part of the video you see a whole class lesson where I am recapping what we had covered in a previous lesson, and I also introduce the explanation writing plan. The second part of the video shows me working with a group of children as we go over their plans to then start the process of writing using the writing template. To View the detailed lesson plan and reflection visit my Google Class ONAir site.

Manaiakalani Community of Learning

“Recognising and spreading sophisticated pedagogical practice across our community so that students learn in better and more powerful ways...”

The Manaiakalani Community of Learning is working together on this task using the expertise existing in of our community of learning.

In 2017 for my inquiry I have selected the following CoL achievement challenge 

#6. Lift the achievement in maths for all students years 1-13.

More specifically my focus question is :

How can I significantly improve my Year 7 & 8 kids mathematical knowledge within a Learn Create Share pedagogy?

The teaching as inquiry framework I will be using in 2017 has been specifically co-constructed for Manaiakalani schools using our familiar Learn Create Share structure.
The elements in this framework share close similarities with other models New Zealand teachers use.

I will be labelling my posts as I update my inquiry throughout the year to make the content easy to access.

Labels:

LEvidence, LScan, LTrend, LHypothesise, LResearch, LReflect,

 CPlan, CTry, CInnovate, CImplement, CReflect,

SPublish, SCoteach, SModel, SGuide, SFback, SReflect

Label Key:

LEvidence	Learn - Gather Evidence	CPlan	Create - Make a plan	SPublish	Share - Publish
LScan	Learn - Scan	CTry	Create - Try new things	SCoteach	Share - Co-teach
LTrend	Learn - Identify Trends	CInnovate	Create - Innovate	SModel	Share - Model
LHypothesise	Learn - Hypothesise	CImplement	Create - Implement	SGuide	Share - Guide
LResearch	Learn - Research	CReflect	Create - Reflect	SFback	Share - Feedback
LReflect	Learn - Reflect			SReflect	Share - Reflect

The value of working/learning in teams.

This week the staff from Pt England got into groups and shared about their inquiries. We all shared something of value that we had learnt from our inquiry and then we each asked a question about something we needed help with. While it was great to hear what everyone had recently learnt throughout their inquiry, for me, the greater value came from hearing people's questions about their own teaching and then seeing the way in which everyone responded to them. Everyone bought something to the table and everyone contributed to helping out their colleagues, no matter how much experience we each had had. The concept of Ako was alive and well.

For me, these conversations really highlighted the importance of doing things in teams and that effective teaching can't be done on your own...well at least in my case. It also hit home the fact that if you've got a question, ask it. I often tell my students there is no silly question and that we are all 'life long learners' yet when it comes to my own learning I don't necessarily apply the same thinking.  I find myself not wanting to ask questions in fear that the answer will be so obvious to everyone except myself, therefore making myself look stupid. Dumb eh? It's the same reason my students don't ask questions.

Moving forward, my goal is to ask more questions about my own teaching, and not just to senior teachers but to any of my colleagues. Who knows what gems of magic I might find.

Incredible Years Teachers Programme

This year I was fortunate enough to participate in the Incredible Years Teachers Programme that focused on strengthening teacher's classroom management strategies. The course panned out over a 6 month period. In that time the participants met for one day every 3 weeks or so. Each time we met new management strategies were introduced and there were open conversations reflecting on the how we were implementing the new strategies in our teaching practice.

I found this course extremely beneficial. I feel I have been given the tools and information that if used effectively will see me well throughout my teaching career. Being 'used effectively" are the operative words in the previous sentence. In the short time I have been trying to implement the strategies I found it's very easy to 'know' them but it's a totally different ball game to 'use' them, let alone use them effectively. I have had to be really intentional about using the strategies otherwise they don't happen. Something will happen in the class and I'll find myself reacting to the behaviour rather than responding thoughtfully and appropriately.

One strategy I have found most useful is selectively ignoring certain behaviours. To start with I found this so hard to do. Initially I'd be working with a group and one cheeky monkey would decide to start roaming around or call out something they thought was funny. I couldn't stop myself, I'd take my focus off the group I was with then reprimand the cheeky monkey for whatever they were/weren't doing. All that did however was take quality teaching time away from the group I was working with. The cheeky monkey would settle for about 5 minutes then we'd be repeating the process a while later.

Once I started selectively ignoring the cheeky monkey I found they would settle back down on their own accord as there was no attention given to them. I even taught my class to ignore certain behaviours from the repeat offender cheeky monkeys. As a result of doing this I had less disruptive lessons and I had more time wth my small groups.

That's just an example of one strategy I have found helpful, there are loads more. I would 100% recommend the Incredible Years Teachers Course to any teacher. There is something for everybody no matter how long you have been teaching. It's a great day out of the classroom every 3 weeks and if that's not reason enough the lunch they provide is amazing!