snp made simple. “always make everything as simple as possible, but not simpler.” albert...
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SNP made simple
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“Always make everything as simple as possible, but not simpler.”
Albert Einstein
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From pedagogy to teacher change
Louise AddisonYear 1 trainingFeb 2009
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“My second favorite household chore is ironing. My first being hitting my head on the top bunk bed until I faint.”
Erna Bombeck
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Overview of today
• Forces for and against change.• Data, data, data. Data, data.• Show don’t tell.
– Part 1 - Workshop model– Part 2 - Explore issues with instrumental
understanding
• Modelling the model.• Link to future goals / algebra.
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Forcefield analysis
• Use the arrows provided to analyse the reasons you think teachers will or will not change…
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Theme 1:Data, data, data. Data, data
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Exploring data 1
• Look at your class data• Compare to school wide data• Compare to national expectations
• Strengths• Weaknesses• Surprises
• I notice / I wonder
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Exploring data 2
• What do numbers mean?– Refer to framework– Refer to student profile
• What does a “555” student:
– Know– Understand– Do
• Link to curriculum AOs
About fractions
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Other data
• Interviews• Class situations
• Strengths• Weaknesses• Surprises
• I noticed / I wondered
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Question analysis
• Which questions did students get wrong?• What were the incorrect answers?
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Teacher data
• Relational Answer
• Possible student answers
• Reasons for answers
• Possible teaching responses
• Link to Teaching Inquiry cycle
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Fractions Workshop
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Fraction starter
• p. 10 Book 7
• One player is dots the other is crosses• Number line from 0 to 6• Roll 2 dice and form a fraction, place this on
number line (use materials if necessary)• Aim is to get 3 marks uninterrupted by your
opponent’s marks on the number line.• If a player chooses a fraction that is equivalent
to a mark that is already there they lose a turn.
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5 views of fractions
€
3
73 over 73 : 7
3 out of 7 3 ÷ 7
3 sevenths
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Implications for each…
• 3 pizzas are divided amongst 4 people. How much of a pizza does each person get?
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How would each of the views solve this problem?
of 42
€
3
7
3 over 7
3 : 7
3 out of 7
3 ÷ 7
3 sevenths
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How would each of the views solve this problem?
+
€
3
7
€
3
14
3 over 7
3 : 7
3 out of 7
3 ÷ 7
3 sevenths
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How would each of the views solve this problem?
€
1−3
7
3 over 7
3 : 7
3 out of 7
3 ÷ 7
3 sevenths
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How would each of the views solve this problem?
of
€
3
7
€
1
3
3 over 7
3 : 7
3 out of 7
3 ÷ 7
3 sevenths
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Key ideas of fractions
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Fractional vocabulary
One half
One third
One quarter
Don’t know
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Implications for teaching
• Use words (pattern and meaning needs to be taught)
• Always refer to the ‘whole’
• Modelling with covered unifix cubes
• This needs to be understood before decimal fractions can be taught
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Where to from here…
• Fraction diagnostic questions
• Analysis sheets
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Instrumental vs Relational Understanding
• 10 662 have watched this video…
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Modelling
• Complete teaching model sheet
• Write down 5 things they noticed students did and 5 things they wondered
• Write down 5 things they noticed teacher did and 5 things they wondered
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Link to the future
• NCEA Analysis• Algebra Level 2
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Aspects of change - national instep project
• reject/ignore• misconstrue• continue current practice believing it to be the new
practice• select parts and adapt to current practice• implement as required• actively engage and change practice substantively
How will you know???
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The blob treefrom “Games without frontiers”
• Where do you sit?• Where do your
teachers sit?• Given this, what
might work for the teachers in your department…
12
3
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5
6
7
89
10
11 12 13
14
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19
2021