Trevor reinforced things that, in my eyes, complemented the Numeracy Programme.
Looked at length of lesson and process. Really pleased that seniors do one hour!
Went over Talk Moves: What a teacher does/Benefit of the Move/Might Sound Like
- Revoicing, Repeating, Reasoning, Adding On, Waiting (turn & talk).
Teachers went through the Communication and Participation Framework (Roberta Hunter): Teacher actions to engage students in mathematical practices.- Developing conceptual explanations including using the problem context to mak explanation experientially real
- Active listening and questioning for sense-making of a mathematical explanation.
Do you need to ask a question? No, so can you explain the process? No, then you have a question.
I don't have a question but what questions could I ask? Who else was thinking that way?
- Collaborative support and responsibility for the reasoning of all group members: use core Pasifika values
- Developing justification and mathematical argument
- Developing representing as part of exploring and making connections - communication and justification
- Developing the use of mathematical language
- Developing generalisation: representing a mathematical relationship in more general terms. Looking for rules and relationships. Connecting, extending, reconciling.
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