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Staff meeting 21 june 2010

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Publicada em: Educação, Tecnologia
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Staff meeting 21 june 2010

  1. 1. Otorohanga Primary School 21 June 2010 <ul><li>Mathematics Standards for Years 1-8 </li></ul>
  2. 2. The Big Picture June 21, 2010 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO NZC Evidence Gathering National Standards
  3. 3. Multiple sources of evidence from: June 21, 2010 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO OBSERVING: Classroom interactions and observation Modelling books Student behaviours Written recording Think boards Students work books GATHERING: Assessment Tools e.g. GloSS, IKAN, NumPA (part or all of it.) PAT, ARBs, asTTLe CONVERSING: Learning Conversations Group, individual, Student voice: Questioning, Explaining, Discussing
  4. 4. <ul><ul><li>Overall Teacher Judgements </li></ul></ul><ul><ul><li>No single source of information can accurately summarise a student’s achievement or progress. A range of approaches is necessary in order to gather a comprehensive picture of the; </li></ul></ul><ul><ul><li>areas of progress and achievement. </li></ul></ul><ul><ul><li>areas requiring attention, and </li></ul></ul><ul><ul><li>what a student’s unique progress looks like. </li></ul></ul><ul><ul><li>It is necessary to draw on multiple sources – not multiple tests. </li></ul></ul>
  5. 5. Moderation <ul><li>Effective assessment practice involves moderation. Moderation is the process of teachers sharing their expectations and understanding of standards in professional discussions with each other in order to improve the consistency of their decisions about student learning. </li></ul>June 21, 2010 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO http://nzcurriculum.tki.org.nz/National-Standards/Key-information/Fact-sheets
  6. 6. Mathematical Tasks <ul><li>Making the link to NZC and Mathematics Standards </li></ul><ul><li>An example of a task that could contribute to an OTJ. </li></ul><ul><ul><li>Choosing an appropriate task. </li></ul></ul><ul><ul><li>Not an “extra” but part of the natural progression of the unit of work. </li></ul></ul><ul><ul><li>Meaningful contexts </li></ul></ul><ul><ul><li>Not a test! </li></ul></ul><ul><ul><li>Look for complexity in the task and determining the different responses children may give. </li></ul></ul>June 21, 2010 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO
  7. 7. Your Task <ul><li>Too Much Telly </li></ul><ul><li>Work through your task with your group. </li></ul><ul><li>Identify the ways that students may solve the task. </li></ul><ul><li>Use your Mathematics Standards book/poster and NZC to determine the best fit in relation to the standards. </li></ul><ul><li>Report your defensible/dependable judgement to the rest of the group. </li></ul>June 21, 2010 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO
  8. 8. What Is a Mathematically Rich Task? Rich tasks open up mathematics. They transform the subject from a collection of memorised procedures and facts into a living, connected whole. Rich tasks allow the learner to 'get inside' the mathematics. The resulting learning process is far more interesting, engaging and powerful; it is also far more likely to lead to a lasting assimilation of the material for use in both further mathematical study and the wider context of applications.
  9. 9. <ul><li>Rich tasks can enable students to work on mathematics in some of the following ways: </li></ul><ul><li>Step into activities even when the route to a solution is initially unclear </li></ul><ul><li>Getting started and exploring is made accessible to pupils of wide ranging </li></ul><ul><li>abilities </li></ul><ul><li>Pose as well as solve problems, make conjectures </li></ul><ul><li>Work at a range of levels </li></ul><ul><li>Extend knowledge or apply knowledge in new </li></ul><ul><li>contexts </li></ul><ul><li>Allow for different methods </li></ul><ul><li>Have opportunities to broaden their problem-solving skills </li></ul><ul><li>Deepen and broaden mathematical content knowledge </li></ul><ul><li>Have potential to reveal underlying principles or make connections </li></ul><ul><li>between areas of mathematics </li></ul><ul><li>Include intriguing contexts </li></ul><ul><li>Have opportunities to observe other people being mathematical or see </li></ul><ul><li>the role of mathematics within cultural settings </li></ul>
  10. 10. Profiles <ul><li>How will we record this </li></ul><ul><li>Design a template for a “rich task”. </li></ul><ul><ul><li>Headings (links to curriculum / national standards / numeracy) </li></ul></ul><ul><ul><li>Sections </li></ul></ul><ul><ul><li>Student recording onto the sheet? </li></ul></ul><ul><ul><li>Overall Teacher Judgement </li></ul></ul><ul><ul><li>Moderation </li></ul></ul>