Day 5: Algebraic Thinking

 

I like this example of Learn Create Share that Dorothy shared with us. It would be a very engaging activity for students to do in my classroom.

Day 4 MPI: Number

 

I really like the Turbocharge part of the RAT acronym—it’s definitely something I need to work on more in maths. I hadn’t thought about using Adobe Express to share learning, but I’ll give it a go next week! What a great way to foster student engagement.

Day 3 MPI: Planning a maths programme

 

I like Dorothy’s reminder that we should share our learning and teaching using digital tools, which saves so much time. Rather than recording teaching on the board, which can limit student engagement and take so much time, learning is quickly accessible on the class site or Hapara dashboard. Having links ready to go on sites rather than having students bookmark sites that are used during the year is something I need to do.

I also like the 3 click rule. I will check my slides and ensure this is happening for my class as well as the key features in site design.

Day 2 MPI - Know your learners as Mathematicians

 

Manaiakalani's long-term data shows that students who stay in the program for at least three years do better compared to students who don't. We can make an impact when we stick to the program and give it enough time.

Day 1 Reflection of MPI

 

Having the opportunity to reflect on areas within the Pillars of Mathematics Practice was a valuable insight. It has highlighted many goals for me to focus on!

RPI: Reading is Core

 

I agree that good readers regularly make meaning, comprehend, and read a variety of texts across the curriculum and with that they experience the enjoyment of reading. Good readers also use a variety of strategies and have a wide range of vocabulary and word understanding. I strive to include all of these components in my daily teaching practice.

I am unfamiliar with reading communities and am looking forward to learning more about it.

To build self-efficacy in my classroom I will make use of the National Library and get a selection of texts that include non-fiction and poetry mainly focusing on our class topic. I will also use a ‘topic board’ to help students have choice in what they read.

Highlighting areas to practice and strengthen my teaching strategies was very insightful and I am sure that by the end of the RPI sessions I will feel empowered in most areas.

DFI: Computational Thinking

 

I think that supporting learners from diverse backgrounds is so important in order to empower students with their learning. I have several students in my classroom that use a Chromebook supplied by the school as their family is unable to afford one. If we didn't supply these Chromebooks then they would be at huge disadvantage.

I've also had feedback from my students about what they enjoy doing on their Chromebooks in the classroom and what they don't enjoy. I now have the challenge to use certain programmes that they like using in order to try and hook reluctant learners!

Computational thinking:
I have now realised that my students aren't as digitally fluent as I thought. They may be quite competent in using one aspect of google but not in others. Students have recently made goals in order to become more fluent in other areas.

After DFI I feel so much more confident in my abilities to be able to show students how to use various google aspects and how to move to the next level of learning.

It was really interesting having time to explore the Digital Curriculum. I need to look deeper into this and will also share it with other teachers at school.