TWILIGHT August 15
Review of IR key findings for moving forward
What works best: evidence based strategies to help improve NSW student performance
The seven themes addressed here are:
1. High expectations
2.Explicit teaching
3.Effective feedback
4.Use of data to inform practice
5. Classroom management
6. Wellbeing
7. Collaboration
In pairs work with a partner with the reflection guide to unpack one of the 7 themes.
Share your findings with the group.
What are our main take-aways from this reflection?
https://www.cese.nsw.gov.au//images/stories/PDF/What-works-best_FA-2015_AA.pdf
https://www.cese.nsw.gov.au/images/stories/PDF/What_Works_Best_Reflection_Guide_202016_AA.pdf
Effective Questioning
http://players.brightcove.net/268012963001/default_default/index.html?videoId=5119335596001
Read the excerpt from visible learning for mathematics- p 85-97
Reflection and discussion- Make notes about the questions you typically ask in your maths lessons. Think about them in terms of focusing and tunneling questions frameworks. Which way does your questioing sequence lean? Consider over the next few weeks- how can you make focus questions a stronger presence in your maths lessons?
- we could plan specific questions that might guide students during the lesson
-'make sense of this?' Might be an appealing question to use this.
-rarely spontaneous questions are the best - maybe we should plan them
-'What don't you get and what do they get?'
-Provide a justification - use the language - explain their thinking
-'Mathematical lawyers' - present evidence - prove why our answer is correct.
-Planned questions might lead to better discourse
-Differentiate through questions
-Shift the focus from what the answer is to explaining the process
-
Please read the attached article and discuss with a partner 3 key ideas the article generated for you. https://alearningplace.com.au/wp-content/uploads/2014/01/attachments/pdf/Using%20Questioning%20to%20Stimulate%20Mathematical%20Thinking.pdf
Our Reflections:
In between task:
Choose a questioning strategy to trial in your classroom. Record tips for how you could see someone (or yourself) using the strategy in the classroom. There are blank rows for you to include those strategies and ideas that you find in your search. Some examples have already been added:
https://docs.google.com/document/d/1n8fAdlT1rG7tkticKAxrfmerogdB0xY2Qoeb7eL7ZHQ/edit?usp=sharing
Please be ready to share what you found during our TPL in Week 6.
- question stems can be quite helpful
-good to go back to the basics/refresher
-questions (socratic circles) to open discussion - encourage the use the language of mathematics
-open and closed questions - if we recorded questions asked in a lesson it would interesting to discuss them with students - not just the teacher asking questions/being in control of them - peer reviews - hand over ownership to the students re types of questions to use etc
-Could students create question prompts/starters
-encouraging students to reference other questions/are you adding to an idea etc
-reflecting on practice - maybe we are asking more closed questions then we thought?
-student voice impacts on the types/arounb/quality of questions that students ask
-students could record their answers on whiteboards
-allow wait time
Review of IR key findings for moving forward
- Investigating what is/what types of success criteria we could be using/creating.
- Assessment and CTG
- Questioning strategies
- Extend more capable students - through effective questioning or different tasks - facilitating different groups.
- Differentiation - at different parts of the lesson.
- More authentic links as part of PBL and links to the real world in other ways.
- Looking at links between whole number and other strands - programming.
- Problem solving strategies.
- Language of maths.
- Maths displays in classroom and around the school (interactive?)
- Number facts - how can we help them learn them? chants, songs etc.
What works best: evidence based strategies to help improve NSW student performance
The seven themes addressed here are:
1. High expectations
2.Explicit teaching
3.Effective feedback
4.Use of data to inform practice
5. Classroom management
6. Wellbeing
7. Collaboration
In pairs work with a partner with the reflection guide to unpack one of the 7 themes.
Share your findings with the group.
What are our main take-aways from this reflection?
https://www.cese.nsw.gov.au//images/stories/PDF/What-works-best_FA-2015_AA.pdf
https://www.cese.nsw.gov.au/images/stories/PDF/What_Works_Best_Reflection_Guide_202016_AA.pdf
Effective Questioning
http://players.brightcove.net/268012963001/default_default/index.html?videoId=5119335596001
Read the excerpt from visible learning for mathematics- p 85-97
Reflection and discussion- Make notes about the questions you typically ask in your maths lessons. Think about them in terms of focusing and tunneling questions frameworks. Which way does your questioing sequence lean? Consider over the next few weeks- how can you make focus questions a stronger presence in your maths lessons?
- we could plan specific questions that might guide students during the lesson
-'make sense of this?' Might be an appealing question to use this.
-rarely spontaneous questions are the best - maybe we should plan them
-'What don't you get and what do they get?'
-Provide a justification - use the language - explain their thinking
-'Mathematical lawyers' - present evidence - prove why our answer is correct.
-Planned questions might lead to better discourse
-Differentiate through questions
-Shift the focus from what the answer is to explaining the process
-
Please read the attached article and discuss with a partner 3 key ideas the article generated for you. https://alearningplace.com.au/wp-content/uploads/2014/01/attachments/pdf/Using%20Questioning%20to%20Stimulate%20Mathematical%20Thinking.pdf
Our Reflections:
In between task:
Choose a questioning strategy to trial in your classroom. Record tips for how you could see someone (or yourself) using the strategy in the classroom. There are blank rows for you to include those strategies and ideas that you find in your search. Some examples have already been added:
https://docs.google.com/document/d/1n8fAdlT1rG7tkticKAxrfmerogdB0xY2Qoeb7eL7ZHQ/edit?usp=sharing
Please be ready to share what you found during our TPL in Week 6.
- question stems can be quite helpful
-good to go back to the basics/refresher
-questions (socratic circles) to open discussion - encourage the use the language of mathematics
-open and closed questions - if we recorded questions asked in a lesson it would interesting to discuss them with students - not just the teacher asking questions/being in control of them - peer reviews - hand over ownership to the students re types of questions to use etc
-Could students create question prompts/starters
-encouraging students to reference other questions/are you adding to an idea etc
-reflecting on practice - maybe we are asking more closed questions then we thought?
-student voice impacts on the types/arounb/quality of questions that students ask
-students could record their answers on whiteboards
-allow wait time
