Professional Learning in Maths with Ian Stevens Term 3

Professional Learning in Maths with Ian Stevens  Term 3

"To be numerate is to have the ability and inclination to use Maths effectively-at home, at work and in the community" -NZC

Using and developing Maths

1. Understandings of the big picture
2. Task master, to know skills and strategies.
3. Attitudes: Competencies and mindsets

We need to design specific tasks that develop knowledge and attitudes. This model helps us design a flexible, sustainable repertoire of practice.

Professional questions to ask myself:
Is the Maths activity memory based or explaining based?
What is my students' diet of Maths?
What do I need to do more of or less of from the following cycle?

Think and think deeper: How much do we get kids to think deeply?  Boaler=Mindsets
Stages:

1. Existing knowledge
2. I see it, I get it
3. I can describe and show it to others
4. Shortcuts used

The "not yet" state indicates I need more

• time
• information
• guidance

Problem solving activities must have an element of figuring out what to do then is supported with practice exercises. We need to hear other people explain their figuring out. Students need to figure out how to figure it out.

Next steps for me as teacher:

1. Fully develop group teaching so that all students have the opportunity to explain their thinking.
2. Develop problem solving and other Maths activities that require a level of thinking deeper.

Professional Learning with Professor Bridie Raban: Neuroscience & Education: Directions that could lead us astray. T3'17

Professional Learning with Professor Bridie Raban: 
Neuroscience & Education: Directions that could lead us astray.       Term 3 2017
At Copthorne, Waitangi     From her article of the same title.

Ten key things about the brain:

1.  More information doesn't mean more learning. Connections need to be made. Too much prompting is confusing. Demonstrations are needed. Eliminate all unnecessary talk.
2. The brain is a highly dynamic organism. Encourage it to move from slow to fast processing.
3. Emotion influences the ability to learn. Text: How children Succeed". Emotions are the organisers of information. If children experience failure, children will wait for the teacher to tell them the answer.
4. Mistakes are an essential part of learning. Allow for multiple tries. Concentrate on HOW to do it effectively. Don't focus on mistakes. "You do it like this".
5. The brain needs novelty: This generates dopomine, the feel good hormone. We must have challenge and positive experiences in literacy. Use a variety of materials and modes.
6. There are no learning styles: We need a variety of learning opportunities. More senses need to be involved.
7. Use it or lose it principle: Information not used is lost. Life long learning is important.
8. Learning is social: Peer collaboration and genuine conversations ties to activities are needed. Emotional interactedness leads to great learning.
9. Learning is best when innate abilities are capitalised on. Detection of patterns and meaningful contexts are needed.
10. Learning changes the structure of the brain. Independence thrives. Learning is not just cognitive.

Next steps for me as teacher:

1. Factor into lessons, the realisation that emotion influences learning. Pleasant yet stimulating learning opportunities will ensure that information is stored well and can be retrieved well.
2. Novelty: Go all out to offer a variety of materials and modes to add the novelty factor. Youtube tutorials have provided a different "novelty" factor to the teaching and learning of Maths etc.

Te Kotahitanga Effective Teaching Profile

Professional Reading           The Te Kotahitanga Effective Teaching Profile
By Russell Bishop and Mere Berryman, 2009

In this article Bishop and Berryman outline 2 understandings that teachers of Maori students possess and 6 ways these effective teachers relate and interact with Maori students on a daily basis. Their study centred around the suggestions of secondary Maori students as to how to improve education for themselves and their peers, supported by their principal, teachers and whanau. Kotahitanga means the collaborative response towards a commonly held vision.

2 Key Understandings that teachers of Maori students possess:

• Relationships and interactions between teachers and students in the classroom are key to effective teaching of Maori students
• Effective teachers take a positive, non-deficit view of Maori students, and see themselves as capable of making a difference for them

Effective interactions rely on the following 6 ways...

1. Manaakitanga (caring for students as Maori and acknowledging their mana)
2. Mana motuhake (having high expectations)
3. Nga whakapiringatanga (managing the classroom to promote learning)
4. Wananga and ako (using a range of dynamic, interactive teaching styles)
5. Kotahitanga (teachers and students reflecting together on student achievement in order to move forward collaboratively)

Points taken from this reading

• See Maori students as culturally-located, self-determined and very much part of the learning conversations
• Create a secure and well managed learning environment
• Ensure the engagement of every student in the class, seeking opportunities for small group discussions to gather student voice and hear experiences
• Use a range of teaching strategies
• Understand the two aspects of ako- the imparting and acquisition of knowledge 

What does this mean for my practice?

• An awareness that I am not the only speaker/contributor in the classroom
• Continue to reject deficit thinking
• Value and acknowledge the unique experiences of these students
• Allow opportunity for students to support other students
• Consider the reason why students respond as they do
• Encourage every student to have a say about the direction of their learning
• Continue to promote the educational achievement for Maori students

Registered Teacher Criteria and Tataiako

Evidence RTC (PTC) and Tātaiako

RTC		Tātaiako
Criteria	Key Indicators	Cultural Competence for Teachers of Māori Leaners	Reflective questions
Criterion 1 Establish and maintain effective professional relationships focused on the learning and well-being of ākonga	i. Engage in ethical, respectful, positive and collaborative professional relationships with: ·       ākonga ·       teaching colleagues, support staff and other professionals ·       whānau and other carers of ākonga ·       agencies, groups and individuals in the community	WHANAUNGATANGA: Actively engages in respectful working relationships with Māori  Learners, parents and whānau, hāpu , iwi and the Māori community	·       What do I do to establish working relationships with my ākonga Māori, their whānau, and my colleagues and others to support learning? ·       How do I get to know (in a meaningful way) the needs of my ākonga Māori? ·       How do I find out about the expectations of whānau for their children and their education? ·       How do I share with my colleagues what I know and do that helps me engage in a respectful, positive and meaningful way with my ākonga Māori, whānau and community?  How do I support my colleagues to engage in a similar way? ·       How do I work with agencies, groups, and individuals in the community to help my ākonga Māori?

Evidence RTC and Tātaiako

RTC		Tātaiako
Criteria	Key Indicators	Cultural Competence for Teachers of Māori Leaners	Reflective questions
Criterion 2 Demonstrate commitment to promote the well-being of all ākonga	i.       Take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe ii.      Acknowledge and respect the languages, heritages and cultures of all ākonga iii.     Comply with relevant regulatory and statutory requirements	MANAAKITANGA: Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture	·       How do I show in my practice that I actively promote the well-being of all ākonga for whom I am responsible? ·       How do I (or what steps do I take to) create a teaching and learning environment that is physically, socially, culturally and emotionally safe for my ākonga Māori? ·       How do I acknowledge, accept, and / or use in my practice te reo Māori and tikanga Māori appropriately in the teaching and learning environment? ·       How do I allow opportunities (or use what opportunities do I provide) for my ākonga Māori and whānau Māori to include who they are and what they know in their learning, and to share that with others, at school / kura?

Evidence RTC and Tātaiako

RTC		Tātaiako
Criteria	Key Indicators	Cultural Competence for Teachers of Māori Leaners	Reflective questions
Criterion 3 Demonstrate commitment to bicultural partnership in Aotearoa New Zealand	i. Demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi	TANGATA WHENUATANGA: Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed	·       How do I reflect in my professional work respect for the cultural heritages of both Treaty partners in Aotearoa New Zealand? ·       What do I purposefully do in my learning environment and in the teaching and learning opportunities (as opposed to accidental) that show / demonstrates respect for te reo Māori and tikanga Māori? ·       How do I include and ensure all ākonga have an understanding of the Treaty of Waitangi in a way that is authentic, relevant, purposeful and meaningful?

Evidence RTC and Tātaiako

RTC		Tātaiako
Criteria	Key Indicators	Cultural Competence for Teachers of Māori Leaners	Reflective questions
Criterion 4 Demonstrate commitment to on-going professional learning and  development of personal professional practice	i.       Identify professional learning goals in consultation with colleagues ii.      Participate responsively in professional learning opportunities within the learning community iii.     Initiate learning opportunities to advance personal professional knowledge and skills	AKO: Takes responsibility for their own learning and that of Māori learners	·       How do I continue to advance my professional learning as a teacher? See Suggested Further PLD Opportunities for how to advance your professional learning as a culturally competent / culturally responsive teacher.

Evidence RTC and Tātaiako

RTC		Tātaiako
Criteria	Key Indicators	Cultural Competence for Teachers of Māori Leaners	Reflective questions
Criterion 5 Show leadership that contributes to effective teaching and learning	i.       Actively contribute to the professional learning community ii.      Undertake areas of responsibility effectively	WĀNANGA: Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement	·       How do I help support my colleagues to strengthen teaching and learning in my setting? ·       How do I share with my colleagues what I know and do that helps ākonga Māori better engage in the learning process in my learning environment? ·       How do I support my colleagues to help their ākonga Māori better engage in the learning process in their learning environment?

Evidence RTC and Tātaiako

RTC		Tātaiako
Criteria	Key Indicators	Cultural Competence for Teachers of Māori Leaners	Reflective questions
Criterion 6 Conceptualise, plan and implement an appropriate learning programme	i.       Articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice ii.      Through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents	AKO: Takes responsibility for their own learning and that of Māori learners	·       What do I take into account when planning programmes of work for groups and individuals? ·       How does my learning programme reflect the culture and language of ākonga Māori and their whānau? ·       How do I seek the opinion and contribution of whānau Māori and Māori community to inform my learning programme? ·       How does my learning programme equip all learners with the knowledge, skills, and understanding to interact positively and participate in a bicultural/multicultural society?

Evidence RTC and Tātaiako

RTC		Tātaiako
Criteria	Key Indicators	Cultural Competence for Teachers of Māori Leaners	Reflective questions
Criterion 7 Promote a collaborative, inclusive and supportive learning environment	i.       Demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga ii.      Foster trust, respect and cooperation with and among ākonga	MANAAKITANGA: Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture	·       How does my teaching practice promote an environment where learners feel safe to explore ideas and respond respectfully to others in the group?

Evidence RTC and Tātaiako

RTC		Tātaiako
Criteria	Key Indicators	Cultural Competence for Teachers of Māori Leaners	Reflective questions
Criterion 8 Demonstrate in practice their knowledge and understanding of how ākonga learn	i.       Enable ākonga to make connections between their prior experiences and learning and their current learning activities ii.      Provide opportunities for ākonga to engage with, practise and apply new learning to different contexts iii.     Encourage ākonga to take responsibility for their own learning and behaviour iv.    Assist ākonga to think critically about information and ideas and to reflect on their learning.	AKO: Takes responsibility for their own learning and that of Māori learners	·       How does my teaching reflect that I understand the main influences on how my ākonga learn?

Evidence RTC and Tātaiako

RTC		Tātaiako
Criteria	Key Indicators	Cultural Competence for Teachers of Māori Leaners	Reflective questions
Criterion 9 Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga	i.       Demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand. ii.      Select teaching approaches, resources, technologies, and learning and assessment activities that are inclusive and effective for diverse ākonga iii.     Modify teaching approaches to address the needs of individuals and groups of ākonga	TANGATA WHENUATANGA: Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed	·       How does my knowledge of the varied strengths, interests and needs of individuals and groups of ākonga influence how I teach them? ·       How does my knowledge and understanding of the (varies) strengths, interests and needs of my ākonga Māori influence the approaches, resources, technologies and learning and assessment activities that I select? ·       And, how do I know these approaches, resources, technologies, and learning and assessment activities are effective for my ākonga Māori?

Evidence RTC and Tātaiako

RTC		Tātaiako
Criteria	Key Indicators	Cultural Competence for Teachers of Māori Leaners	Reflective questions
Criterion 10 Work effectively within the bicultural context of Aotearoa New Zealand	i.      Practise and development the relevant use of te reo Māori me ngā tikanga-a iwi in context ii.     Specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning	TANGATA WHENUATANGA: Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed	·       In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa New Zealand? ·       In my learning environment, how do I include / practice and use te reo Māori in a way that is authentic, relevant, purposeful and meaningful? ·       In my learning environment, how do I include /practice and use local (and national) Māori/tribal history, stories, whakatuakī, in a way that is authentic, relevant, purposeful and meaningful? ·        How do I include their aspirations in my learning programme? ·       How do I find out what the expectations and aspirations of whānau are for their tamariki and their education? ·       How do I include their aspirations for their tamariki in my learning programme?

Evidence RTC and Tātaiako

RTC		Tātaiako
Criteria	Key Indicators	Cultural Competence for Teachers of Māori Leaners	Reflective questions
Criterion 11 Analyse and appropriately use information which has been gathered formally and informally	i.       Analyse assessment information to identify progress and on-going learning needs of ākonga ii.      Use assessment information to give regular and on-going feedback to guide and support further learning iii.     Analyse assessment information to reflect on and evaluate the effectiveness of the teaching. iv.     Communicate assessment and achievement information to relevant members of the learning community v.     Foster involvement of whānau in the collection and use of information about the learning of ākonga	WĀNANGA: Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement	·       How do I gather and use assessment information in ways that advances the learning of my ākonga? ·       How do I give regular and on-going feedback to my ākonga Māori about their learning in a way that allows them to use that information for their next steps in learning? ·       How do I ensure whānau Māori receive regular and on-going feedback about their child’s learning in a way that is meaningful and provides them with opportunities to support and be involved in their child’s learning? ·       How do I include whānau Māori in how I collect and use information about the learning of my ākonga Māori? ·       How do I include whānau Māori voice in how I collect and use information about the learning of my ākonga Māori? ·       How do I use the assessment data and information that I collect on ākonga Māori to evaluate the effectiveness of my learning programme for them?

Evidence RTC and Tātaiako

RTC		Tātaiako
Criteria	Key Indicators	Cultural Competence for Teachers of Māori Leaners	Reflective questions
Criterion 12 Use critical inquiry and problem solving effectively in their professional practice	i.      Systematically and critically engage with evidence and professional literature to reflect on and refine practice ii.     Respond professionally to feedback from other members of the learning community iii.   Critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga	WĀNANGA: Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement AKO: Takes responsibility for their own learning and that of Māori learners	·       How do I advance the learning of my ākonga through critical inquiry within my professional learning? ·       How do I use professional literature about effective teaching and learning for ākonga Māori to refine my practice for my ākonga Māori? ·       How do I engage in shared professional learning conversations and communities to help me critically examine my practices for the benefit of ākonga Māori? ·       How do my own beliefs, including cultural beliefs, impact on the achievement of my ākonga Māori?