Toolkit: Maths Talks for Thinking & Discussion - Elena Terek

Today is my first toolkit for this term.  Please find the link to this workshop.

Elena presented the toolkit of "Maths talks as 'enablers' and extenders'. 

This year, my professional inquiry is looking at building vocabulary for our mathematical learners.  

Last week I was in a online workshop led by Dr Craig Hansen.  A couple of things struck a cord: 

1) creating engaging tasks will help our students build procedural fluency.  

2) Vocabulary is pivotal. 

Teaching literacy alongside math, checking that our students understand the key terms they need to succeed as they progress from Year 0 to Year 8.

At the end of each phase, there’s a vocabulary table that aligns with the year level, which helps us connect literacy with math and ensures our students have the foundational vocabulary for understanding. 

Rich task: high ceiling, low floor. 

Learning is a highly social activity.  Maths endorses this.  You can use 'image talk' to launch your maths talks.

Can can use multiple visuals, to support our learners to make connections.

A Survey's was conducted for Year 4-8, results from this survey, it was surprising to see that the students believed there is no connection with 'real-life' and mathematics. (interesting)

 How do we do this?

-create & maintain positive risk-free learning space

-ground rules for talk 

- provide opportunity to use different visuals or models.  Teacher will model mathematical thinking.

-Talk moves' was main focus in DMIC, raising social status

- Wait time is essential, a minute is a suitable time to wait.  Allow the students to 'think'.  Use the 'hand gesture' to say how they're feeling.

- construct 

To make connections for 'real-life' and maths, using these 'image talk' will help.  

Questions to ask:  Maths talks: What do you notice?  What do you wonder?  The next step is what 'maths can you see?'.

This is the feedback from staff during the workshop

Planning is essential even for 'image talk', what the learners might say. Be ready for the responses.

Our learners love sports, but still unable to see how it's connected for maths.

Logical and critically thinking.

NZC Mathematics & TeachAid Quick showcase

This evening I attended an online meeting facilitated by Dr Craig Hansen about the new version of the NZ Maths curriculum.

Here is the link to the presentation slides.

One key takeaway in phases 1 through 3 (Years 0-8) ensures we're teaching at the right year level. Creating engaging tasks that help our students build procedural fluency while offering activities that cater to their diverse learning needs.

The "understand and do" framework highlights that real understanding comes from mastering math processes.  UKD (Understand, know and do) ethos, then work on 'rich tasks' look like, in each phase.  

Vocabulary is crucial for maths.  Maths and literacy will go hand in hand.  In the curriculum, creating positive relationship with learner. On page 60 - progress outcome statements.  Year 4's - during year 5, we will teach the learners to .. progress outcome statements.  'prior learning' means what they did last year?  or previous stage?  prior knowledge/learning is missing from the learning.

Teaching considerations: the understanding levels.  process of generalisation, building connections.  Teaching at their level, as it will create 'exposure' or they won't reach it.

When our students grasp concepts and develop fluency, their learning becomes much more manageable.

Each phase of the curriculum has clear expectations for teaching. Focusing on developing rich tasks and fostering strong relationships with math and statistics.

Vocabulary is pivotal in maths. Teaching literacy alongside math, checking that our students understand the key terms they need to succeed as they progress from Year 0 to Year 8.

At the end of each phase, there’s a vocabulary table that aligns with the year level, which helps us connect literacy with math and ensures our students have the foundational vocabulary for understanding.

Curriculum emphasises depth over breadth, aiming to help our students fully grasp concepts instead of rushing through. If they’re struggling with a topic, we provide targeted teaching and revisit prior knowledge to support their learning journey.

It was recommended to use 'teachaid.ca' - this can help you differentiate or create new interactive activity.

 

Term 1: Manaiakalani Learn Staff Meeting "R-A-T-Effective practice

R-A-T- Effective Practice link

Today we had our Manaiakalani presenters Fiona & Matt share key elements of effective practice in the digital space for our learners.  As the digital landscape is evolving, they've been able to identify key elements of effective practice:

Recognise Effective Practice: "Knowing what works, and how you know it works."

Effective Practice: Grounded in Principles

• Builds on existing frameworks (NZC, MoE) and teacher experience.
• Confidence comes from aligning practice with frameworks and research (Manaiakalani).
• Research reinforces observations with data and student voice.

Recognising Effective Practice in the Classroom:

• Engaged Learners & Student Agency: Active participation, enthusiasm, on-task behaviour and Choice, ownership, goal setting, creation
• Meaningful Learning: Articulated understanding, critical thinking, deep learning.
• Purposeful Technology: Enhances learning, student competence, personalised learning.
• Facilitative Teaching: Guidance, feedback, inclusive environment.

Core Idea: Effective practice is identified by observing student and teacher behaviours that align with established educational principles.

Amplify Effective Practice: Scaling and sharing effective teaching practices using technology. Connected Learners Share the value of giving and getting empowers us all 

Amplifying Effective Practice Using Technology Strategically:

• Purposeful Use: Technology enhances proven teaching, not just for its own sake.
• Resource Access: Teachers leverage online resources and collaboration to refine strategies.
• Critical Evaluation: Teachers use critical thinking to ensure digital tools are effective.
• Quality Focus: Amplify effective practices, not just any practice.

Amplification in the Classroom:

• Enhanced Learning: Interactive tools, video lessons, personalised feedback.
• Increase collaboration: Sharing and learning together online: working on projects, using google suite as well as commenting on each others Edublog, giving peer-review feedback.
• Student Creation: Digital portfolios, presentations, student-generated resources.

Key Idea: Technology amplifies good teaching through intentional, critical, and collaborative use.

Turbocharge Effective Practice: Transforming learning experiences through technology to enable  learning previously not possible Turbocharging Learning (SAMR):

• Beyond Basics: It's not just replacing old tools with digital ones. It's changing how kids learn.
• Redesign Tasks: Make learning more engaging and meaningful.
• Transform Learning: Use tech to do things you couldn't do before.

Modify:

• Digital storybooks with multimedia.
• Interactive research presentations.

Redefine:

• Global classroom collaborations & Podcast.
• Student-made educational games.

In short: Turbocharging means using technology to create powerful, new learning experiences.  Transforming learning experiences through technology to enable learning previously not possible.

Some recommendations - how to use prompts when dealing with AI.

When using generative AI, it's generally suited for learners over the age of 13. However, it's essential to check individual site terms for appropriateness. Today, our staff used Adobe Firefly to create images from text prompts. For example, we created PES Remix 'The Alley' which visually represented [brief description of image]. 

My next step is to explore what do our learners know (which is still at starting point), how do they feel about using their chrome-books? What help do they need? What are their 2025 digital goals? What do they want to learn to  .. "create"? 

Teacher Only Day - "Mana" (Matua Les Hoerara)

Today we had a guest speaker Matua Les Hoerara (from The Ngāti Pāoa Iwi Trust) to deliver ‘He Aute’, a project funded by the Ministry for Education. How do we engage with our tamariki.  

"Mana"

 

Definition: "when they're able to self-regulate." While self-regulation can be a component, mana is a much broader concept. It encompasses authority, prestige, spiritual power, influence, and integrity. It's about inherent and acquired power.   

Mana can be acquired: through achievements, education, scholarships, leadership, and acts of reciprocity (giving koha).

Inherited: Passed down through whakapapa (genealogy).  Through Diplomacy: Effective communication and collaboration enhance mana.   

A loss of mana can occur through negative actions, disrespect, and failing to uphold cultural obligations (e.g., forgetting koha or time commitments), this can compromise ones mana.     

In Schools: it's visible through Kapa haka performances. Group names, school houses named after Māori leaders. Integration of Te Reo Māori in school environments. Prioritising student voice, especially Māori student voice.

Creating leadership opportunities for Māori students.

Reciprocity.  

2. Relationships: Crucial for proper pronunciation of names. Highlighting the importance of respectful interactions. The extension of Ngati Paoa, showing the importance of tribal connections.

3. Developing Cultural Capability (DCC): Distinction between PLD (Professional Learning and Development) and DCC.  PLD: Focuses on curriculum updates, practical resources (like lunches), and general teaching skills.  DCC: Emphasises deep cultural understanding through frameworks like: 

• Tātaiako (cultural competencies for teachers of Māori learners).
• Tu Rangatira (Māori leadership).
• Tau Mai Te Reo (welcoming the language).
• Te Kotahitanga (effective teaching for Māori students, Berryman's work).   
• Kakano-kia, Kahikitia 1,2,3.
• Te Ao Māori lens (Māori world view).
• Kaupapa/Mātauranga Māori (Māori knowledge).

How can we serve our students:  ensuring physical space, health, and safety.

4. Student Voice and Identity:

• Importance of hearing student voices, especially those of Māori students. 
• Demographic considerations: Who is being represented? What are the family dynamics (whānau)? High percentage of disconnect from whanau.
• 30% Māori, 60% Pasifika student population example.
• Respecting names:
• Using full names, not abbreviations.  Importance of history and belonging.
• Students understanding their kaupapa (purpose).

5. Akoranga Māori (Māori Learning):

"What's the best for the child?" as the guiding principle.  Distinguishing between capacity (space) and capability (skills).

Key Considerations:

• Whakapapa: Understanding genealogical connections is vital.
• Koha: The act of giving and reciprocity is fundamental.   
• Te Ao Māori: Incorporating a Māori worldview into all aspects of education.
• Student Representation: Ensuring diverse student voices are heard and valued.
• Identity: Supporting students in understanding and embracing their cultural identity.

In essence, these notes highlight the importance of:

• Culturally responsive teaching practices.
• Building strong relationships with students and whānau.
• Upholding the mana of Māori students and their culture.
• Understanding the difference between capacity and capability.
• Respecting student identity.

Adobe Express - what is it?

 

We had the infamous Matt Goodwin present to us about 'adobe express' .. for our learners to create on a 'safe' platform. 

 The features of 'Adobe Express' is: - video - presentation Student Creative Kit One interesting aspect of using AI platforms is: - the loss of our learners individual creativity and imagination. 'Adobe Podcast' -AI enhance, blocks out all the other noise, isolates it .. you can use it in the classroom. - not 3rd party - powered by adobe professional grade tools - worth to explore: video editing, animate slides, graphic (draw on it), 

 Adobe STock -large library -no IP infringement How is it safe for kids? 'prompt' a cartoon battle between armies. Comparision between 'canvas vrs adobe' .. 'commanders of the code' - how do we navigate our learners to integrate 'AI'?

2024 Teacher Only Day - Other workshops

The Manaiakalani Teacher Only Day workshops were fantastic! There were so many amazing options, but we could only pick two. I wish I could have attended a few more, as they were AI create workshops.

I'm hoping to find opportunities to use those creative teaching strategies in my classroom this term, or maybe next term.

In the meantime, I'd love to hear your ideas! What tools or resources have you found effective in helping students develop their creative skills?  Check out my few picks!

2024 Teacher Only Day - Workshop#2 "Creating your Pepeha via iMovie".

This second workshop was lead by Sandy & Latini - how to create your pepeha via iMovie.  link

 This was an informative workshop - we started off with the 'Lalaga' cards, questions that were designed to 'connect' or create talanoa/korero with your learners/colleagues.

However we had an interesting talanoa/korero with our learners who don't know their whakapapa/gafa/genealogy.  Alot of the learners parents aren't aware of their genealogy, an opportunity to ask family who are still present.  

We ran out of time to utilise 'iMovie', however there is a new feature on google slides, to record yourself.  I recorded my Pepeha using my DFI visual pepeha slides.  I had to change my pepeha and include both my parents details.  As I'm Samoan, we don't have associations of river and mountains, but we have 'villages' that our parents have been raised.  I didn't include it in this recording - but will definitely include this in the next one.

Teacher Only Day - Bring Lessons to Life with AI Animations

This morning, my first workshop was led by Manaiakalani Facilitator and Project Lead Matt Goodwin,  titled "Bring Lessons to Life with AI Animations."

Matt used three AI tools: Lalamu Studio, Meta's AI Research, and Adobe Express (Animate from Audio). Here are a couple of things to consider when using these sites with our learners:

Ethical Consideration:  Consider using photos or animations of our learners' faces online. Since this information is kept on-site, it's important to remind our learners about being Cybersmart. 

Free tiers and limitations:  These free sites have limitations on usage.  They may offer credits/vouchers or renew free credit monthly. Upgrading to "premium" features typically comes with a cost.

Lalamu via Canva: Text to lip sync animation. It works directly from Canva and works best with text for lip syncing. I used this site to insert one of my student's stories and chose a female avatar to read her story.

    It's an awesome tool to use, for our learners to hear and proofread their work.  One of the downside of this free AI tool, it doesn't include reading with punctuation. 

Meta's AI Research: allows users to create animations, by drawing a character, uploading it on the site and select what movements you'd like your character to consider eg: running, walking, facial expressions etc.  

Adobe Express (Animate from Audio)  Allows users to record their voice, but using an animation.  Quite catchy for our learners to use this for their play recordings?

     

Will definitely give this a go for our learners to 'create' from their lessons.  

2024 Term 2 Teacher Only Day

Talofa lava!

'Tautua i le alofa, manuia le lumana'i – Serve in love for a blessed future'.

is our theme for 2024. We were blessed with Panmure Bridge School's hospitality for our Teacher only Day this year. The sun was beaming on their school, unaware of the flood that had impacted some areas earlier. Their Kapa Haka group welcomed us warmly, and when finished, they formed a guard of honour for us to walk into the school hall. What a blessing!

We were honoured to have Dr Craig Hansen as our guest speaker. AI slides

He encouraged us to embrace AI and how to use it effectively in our practice.    

A couple of things that interested me:  Tokenism has a different coined as giving tokens - imagine how much money you've got.  Chat GPT 3.0 is slower & doesn't have live.  Large language models (LLMs) are a significant piece of the puzzle in Artificial Intelligence (AI). In Layman's terms:  LLMs are like super translators for computers, helping them understand us better. This lets them chat with us naturally, create new things, and even help improve AI itself!

AI sites that were recommended:  Eduaide.ai,  TeachAid, Diffit, Glasp

As AI is growing rapidly, policies are in the pipeline on it's use within our schools for Manaiakalani.  Check out my blog created through google slides.  Faafetai lava!

NZEI Pasifika Conference 2024

 "We should not be defined by the smallness of our islands, but by the greatness of our oceans". by Dr Epeli Hau'ofa.

This quote was the epitomy of the Pasifika Conference, 

During the school holidays, we registered for this 2024 Pasifika Conference.  This was my first time attending a Union conference for Pasifika professionals who work alongside our Pasifika learners within New Zealand.  

From the beginning of the conference till the end, lot of humour was used to dampen the blow of confronting statistics of our Pasifika learners.  Issues as equitably, racism, misunderstanding and colonisation with our learners within our western education structures.  

A few key note speakers shed light of how "forecasting our authenticity" by 'identity, language, digital spaces and 'va'.    

Even networking alongside other Pasifika practitioners of how they've been able to use 'identity, language, digital spaces and va for sustainability.

There was a lot of 'rich' workshops that dived deep in our multi-dimensional culture and how we no longer be a bystander and how can we make a difference.  Each speaker tells their story of how change can happen intentionally.

"Why does our cultural knowledge matter? ... "

* it's unique

* it's multi-dimensional

* it is necessary

"Find their stories, bring them to the classrooms .. "

Overall this workshop was enlightening, reminders of how we're to 'find our learners' stories and bring them to the classroom (fostering & cultivating an environment of learning).

Teacher Professional Development: Create with AI

Today, Dorothy Burt was our guest speaker for our teacher professional development on "Creating with AI."

She highlighted the main ideas of engagement with learning, which should always include the learner's behavioral, cognitive, social, and emotional engagement.

Part of my Masters of Contemporary Education paper, I looked at 'what is student engagement?'  Axelson and Flick (2010) noted that etymologically speaking, "engage" means to formally agree to something. Bowden et al., (2019) view student engagement as the "glue" or  important contexts such as student's home lives, school, peers, and community to student success.

Axelson and Flick (2010) describes three forms of engagement: behavioural, emotional, and cognitive engagement. Behavioural engagement is described as outward cues.  Often the lines are blurred with student engagement, the belief of teachers' overall teacher judgement can be based on a learner's behavioural engagement or just not understanding or the learner is bored.

Cognitive engagement is about the student's will, how they feel about themselves, their work, their skills, and the strategies they utilize to master their work (Davis et al., 2012). Students within my class work hard, but still seem unable to learn effectively. Cognitive engagement refers to the quality of students' engagement, whereas pure effort refers to the quantity of their engagement in class.

As a classroom teacher, I agree with both authors as all four types of engagement need to be considered in planning teaching and learning tasks for students.

Dorothy continues to encourage us, to embrace these multiple AI websites.  I haven't used any of these AI art, however will use it to support our writing prompts.  

  

create with AI

wonderful.ai

References:

Axel, R.D., & Flick, A. (2010).  Defining student engagement. Change: The magazine of higher learning, 43(1), 38-43.

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & R Hipkins.  (2012).  Supporting future-oriented learning and teaching: A New Zealand perspective.  New Zealand Council for Educational Research.  Ministry of Education

Butler, D. L., & Cartier, S. C. (2004). Promoting effective task interpretation as an important work habit: A key to successful teaching and learning. Teachers college record, 106(9), 1729-1758.

Davis, H.A., Summers, J.J., & Miller, L.M. (2012).  What does it mean for students to be engaged?  An interpersonal approach to classroom management: Strategies for improving student engagement.  Corwin Press.  Pp 21-33.

Welcome back to 2023

 Welcome back to 2023!

Not a good start to the school yea
r with Auckland’s unexpected flooding (Hope everyone’s been keeping safe). However I hope you’ve all had a wonderful break and ready to get back into learning, growth, ownership and creating positive memories for 2023.

With the remembrance of Waitangi Day today, I have been looking forward to returning back to our classroom, no longer with covid-restrictions but with a refreshed lens to reinforce the 3P’s – Pātuitanga (partnership), Te whakamarumarutanga (protection) and Te whaiwāhitanga (participation) to empower our learners with mana (power).

“Keep it Real” is our PES yearly theme.  It encompasses ‘tika (fairness), pono (integrity) and aroha (compassion) with all three of these intertwined to create a school culture of support, caring and understanding (Cavanagh 2004).

With our ‘keep it real’ focus, we looking forward to seeing our learners grow confidently into their identity, taonga (treasures/resources), tikanga (customs),  and  rangatiratanga (self-deteremination) building with 21st Century skills ie:  critical thinking, creative, collaboration and communication.

I wonder what our learners will bring to our class?  I wonder if they’re ready?  Will keep you all posted.

Nga mihi nui

 

Reference:

Cavanagh, T (2004).  Criminalising our schools:  Effects on caring and nurturing teachers.  School of Education, University of Waikato, Hamilton, New Zealand.  

Manaiakalani Staff PD - Cybersmart

This afternoon, we had our Staff PD with Manaiakalani facilitator Fiona Grant reminding us of incorporating 'Being Cybersmart' ethos within our teaching practice.  Manaiakalani celebrates its 10 years + of implementing and growing 'CyberSmart' in a 'Learn, create, share' context.  Outstanding!

As our schools are evolving and interchanging with covid-19 disruptions and hybrid learning, still with 21st Century skills (critical thinking, collaboration, creativity, and communication) alongside 'cyber-smart' learning, this practice at an early stage in our learners education journey, will help develop and manage themselves as effective digital citizens. 

Manaiakalani have outlined 10 'smart' goals to assist our learners to manage or grow themselves in student engagement and agency.  Some of the Cybersmart learning such as 'Smart learners, smart media, smart relationships etc' can stand alone or integrate.

Within my class context, we have a tendency to  reinforce keeping a 'smart learner & smart footprint', as well as 'smart surfing'.  This prompt reminds the learner that they're using their google surfing for educational purposes/research, as well as locating appropriate authentic websites that will provide a genuine answers for their work.  Next it will inform all our learners that they're not invisible onsite and creating a classroom environment for 'smart learners'.  

Cybersmart online platforms

We have the few learners who deter away from staying focus on their work online.  A positive from 'cybersmart learning' is our learners watch out for each other, and gently prompt the other learners to be on the 'right place' site.

Most of our learners have been given choice to research topics of their own accord.  They've started to write/record sites that they've used to find their information.  This is reinforced that all information onsite must be 'attributed' or referenced for others to use the site.  

As of next year - will incorporate Cybersmart learning in my planning and take a look at other cybersmart ideas that will grow our learners not just in the classroom but in their own context.  

I wonder what the next 10 years will look like for our Cybersmart learners?