What is acceleration? Looking at child's historical data - improving the child's rate of progress. (for that student) and they will be at standard.
"Acceleration is described as the learners progress showing a noticeably faster, upwards movement than might otherwise have been expected by the trend of their own past learning, and is faster then classmates progressing at expected rates in order to catch them up. This rate of progress brings the learner achievement level to that consistent with, or beyond, a set of benchmarks or standards. "
Capture video evidence of attitude, interaction - small clip of first and last lessons.
Key Message - Sustaining and embedding practices - transferring of learning from supplementary programme to the classroom.
Team working on ALIM - meet regularly, review and/or develop the CaAP, data requirements and deadlines, collaborative completion of reports, completion of rubrics, where to access resources (TKI and NZ Maths) , identify key learning and share across the school.
Physical Environment - modelling books, children's books (thinking book with felt pens), vocabulary (make this meaningful - children write about it), resources, equipment, roles and responsibilities, establish routines, make it their space (with things they have made), children need to know where they are at and where they need to be, how they were feeling at the beginning, middle and then at the end.
What will routines be?
Come ready to learn, sit down and get started on a warm up activity if teacher not there, make sure you have had a drink and been to the toilet, all learners are here to learn, all questions are awesome, no put downs, making mistakes are proof you are trying, if everything is easy what are you learning, try again.
Possible factors for that may have contributed to students not achieving at their expected level.
- Low expectations
- Copying
- Not participating
- Not recognising need for help or asking for help
- Avoidance/ Excuses
- Lack of help/support from home
- Food
- Lack of language
- Self esteem
- Attitude and peer pressure
- Absenteeism
- Processing time
- Teacher knowledge
- Deficit theorising
- Communication with parents, invited into, no compulsory
- Taking success back to class
- Certificates
- "Super thinker of the day"
- "Best question asker of the day"
- Allowing time - finger on your nose
- Team activities - accepting others ideas
- Parents - knowledge and strategies (knowing this)
- Physical impairment, eyes, hears
- Over scaffolding not letting them go for it....eeekkk do I do this?
- Work ethic
- "In this room we don't do EASY we make easy happen through hard work and learning"
- Problem solving activities
- Turn to a buddy
- Small group work
- Inquiry task
- Looking for flow of communication - Uni, Bi and Multi directional
- Talk is critical because....reveals understanding, misunderstandings, robust learning by boosting memory, supports deeper reasoning, supports language development and social skills.
Talk tool/ moves - revoice, repeat, elicit, add to, wait time (ensure children know what these are about) Don't over use.
Your role as an ALIM teacher
Tasks which require working together, instruction, modelling, encourage supporting of ideas from peers
What is a worthwhile mathematical task?
Challenging you can always pull back but if it is too easy then they are bored
Consolidates learning
Authentic
TO DO -
Complete Rubric 4
Check out TKI "systems of support"
Impact day 19th Nov
NZ Maths Database stuff (type in Database numeracy" into NZ Maths - updated password and my email 1958 stm1958
Download "Dropbox" Done
One to one with children to see what strategies are, do they give up? etc
Meet with Dave re: days, times and students
Joanne Lincoln Moore - Inquiry Question - Around mathematical language and symbols.
joannel@westbrook.school.nz
- Selected group via PAT data. Yr 5 children with Stanine 3-4 (Use the scale score)
- Interviewed children about their attitude.
- Didn't set out to teach specific strategies but these came through natural teaching.
- Lesson consisted of - Basic facts. Language learning, Solving a problem, new knowledge and homework
- Began with proportions and ratios
- Simple ideas given for parents - board games, NZ Maths, Sumdog, Flash cards
- Communication with parents - Notebook home, email, text (Ask what is the best way to keep in touch?)
- Glossed beginning, middle and end. (Also PAT), before and after comments of children.
- Set up a guide as to how we should treat each other, participate etc within the group
- "Equal Smequal" a book about equals.
- Gloss results improved and PAT data moved from 3-4 to 4-6.
- Comments recorded from children. Before and after intervention.
