https://padlet.com/bassr/fqcbhriqeyg0wq01 en-us 2021-05-10 02:54:41 UTC 2025-03-16 02:23:03 UTC hello@padlet.com bassr https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546672 2021-05-10 02:54:41 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546672 bassr https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546675 2021-05-10 02:54:41 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546675 bassr https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546676 2021-05-10 02:54:41 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546676 bassr https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546678 2021-05-10 02:54:41 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546678 bassr https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546680 2021-05-10 02:54:41 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546680 bassr https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546681 2021-05-10 02:54:41 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546681 bassr https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546682 2021-05-10 02:54:41 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546682 bassr https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546684 2021-05-10 02:54:41 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546684 bassr https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546686 2021-05-10 02:54:41 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546686 bassr https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546691 2021-05-10 02:54:41 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1507546691 frencha https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519252022 2021-05-12 21:23:11 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519252022 frencha https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519261771 They have the ability to explain to others what the purpose of the task is, expand upon the key concepts and link ideas to actions or extended thinking. ]]> 2021-05-12 21:27:38 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519261771 frencha https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519267658 Scan/skim reading, using headings and subheadings to gain overall concepts. use of highlighter to identify key aspects of text, brainstorm formation including 'trigger words', notes transformed into pictures/graphs if possible, use of flowcharts and spider graphs to link key aspects of a text. ]]> 2021-05-12 21:30:05 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519267658 smithd53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519271409 Using common language in literacy tools across the school (SEEL, SOLO). Using a variety of visual resources to assist students in processing information. Scaffolding information and reflecting on relevance/meaning for the individual. 
Junior school using e-asttle to track progress of students and develop common strategies across subject areas.]]> 2021-05-12 21:31:57 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519271409 colletta1 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519274435 Understanding text for purpose, using equations and formula to solve problems, forming explanations, using vocab in context, understanding pattern seeking/fair testing processes, representing/understanding information in tables/graphs, using units to explain relationships, structuring writing for fluency, analysing information for audience/bias/vested interest, ]]> 2021-05-12 21:33:29 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519274435 frencha https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519278393 2021-05-12 21:35:32 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519278393 frencha https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519285816 Build frameworks for assessment that are not focussed on a specific style of submission. Change the rubric so that the focus isn't simply on written submission but could include vocal questioning, digital recordings/presentation, speeches etc. allow students some choice and flexibility in assessment style. Develop questioning strategies that can draw out understanding and communicate that understanding in an effective manner. Teaching by students to their peers, self/peer assessment. constantly encourage review and development of thinking skills as well a communication skills.. ]]> 2021-05-12 21:39:33 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519285816 smithd53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519288154 Learners are able to summarise the key information. They are able to use specific examples and explanations to support what they have learnt. 
Use a variety of information to encourage students to challenge the different perspectives. Give time for reflection on meaning. ]]> 2021-05-12 21:40:56 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519288154 frencha https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519296889 Use localised contexts, and student led examples to engage and focus the learners. Be open to every and all questions, bounce ideas around the class, develop ideas in conjunction with students and encourage contribution. Be open and responsive, encouraging and enthusiastic. Manage student self-doubt and foster an environment that values the students as contributors to the process of learning for all. ]]> 2021-05-12 21:45:42 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519296889 smithd53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519301217 Skimming for relevant information. I find highlighting is effective for me as it becomes a visual. I can then work through the highlighted information at the end to categorise and build further understanding. 
I think for students to be able to do this effectively, they need to have initial understanding of what they are looking into and what relevant or important information may look like. ]]> 2021-05-12 21:47:57 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519301217 frencha https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519309087 Embed the numeracy into everyday activities. Use calculations and graphing, statistics, tabled data, averaging, research skills, predictions and patterns, measurement and analysis as part of the overall learning process. Don't flag numeracy activities...just integrate them naturally into the content and context being taught. 
Use real life contexts for the skills - fertiliser application rates, fencing material requirements, interpreting market price/supply tables and graphs - make it relevant to the kids. ]]> 2021-05-12 21:52:23 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519309087 smithd53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519311788 Have an understanding of what works best for the students and check in with this regularly. As FR, mentioned they may not be were you think they are. Having this conversation and developing activities which can be done in slightly different ways. 
Role modelling strategies initially so they can visually see and applying to different contexts. ]]> 2021-05-12 21:53:52 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519311788 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519312597 Junior Ako teams - using Asttle and observational data to assess individual student need, then creating differentiated reading and writing programmes that link into and provide skills needed for our integrated project work.  Using Sheena Cameron Writing and Reading Comprehension resources as a guide for developing teaching programmes.

]]> 2021-05-12 21:54:20 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519312597 colletta1 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519320121 Students are able to make sense of a wide range of text using pre, close and post reading strategies. Using differentiated 3 level reading guides is a strategy I use]]> 2021-05-12 21:58:23 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519320121 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519320703 Tom Chalmers: There is also the inclusion of Maori words such as Hauora and Te Whare Tapa Wha as well as key Maori terms used in games such as Tapa Wai. We asks students to place key words in context and explain what these key words may look like, feel like and sound like if they were evident; this is to show their comprehension through application to real life examples. Scaffolded responses and instruction, SOLO rubric, sentence starters to support lower litercy levels.]]> 2021-05-12 21:58:42 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519320703 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519327271 Learners who have strong comprehension skills are able to access a wide range of texts and use skills such as skimming and scanning to find the detail and explanation they need to complete a task. These learners also have strong vocabulary skills. Exposing our learners to as many different types and genres of texts as possible and explicitly teaching the skills needed e.g. vocab, skimming and scanning is a way of developing these skills. ]]> 2021-05-12 22:02:29 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519327271 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519333493 2021-05-12 22:06:13 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519333493 colletta1 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519333742 when researching making notes through annotation on documents, using jotdot for information summaries from inquiry questions and cornell note taking strategies to summarise knowledge to include headings. Graphic organisers to help consolidate vocab, use SOLO thinking graphic organisers before building infographics to prevent poster making and promote information explaining]]> 2021-05-12 22:06:22 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519333742 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519338666 These skills can be perfected through the teaching of key words and terms, how to critically analyse information or challenge opinions, how to form constructive arguments and debate and discuss view points supported by research and fact. It is also supported by teaching how to lay out their thoughts onto paper, break down information and use their knowledge to form a structured response.]]> 2021-05-12 22:09:27 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519338666 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519340257 I am definitely a note writer. I find that writing down key ideas under sub headings is the best way to record and understand information. I prefer to write on paper rather than type into a doc - it just works for me. I have note books that I record all of this in. I can then go back and highlight key information in my notes. I can then turn this into a diagram, flow chart or other type of visual if I need to present information to others.]]> 2021-05-12 22:10:28 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519340257 smithd53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519341642 Give students lots of opportunity to experience what they are learning in a practical sense. Give them opportunity to discuss this with each other and how they each understand the concepts. Scaffold for support and offer sentence starters when appropriate. Opportunity for open discussion around learning (student to student) and ongoing feedback for students. ]]> 2021-05-12 22:11:21 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519341642 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519344308 2021-05-12 22:13:05 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519344308 smithd53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519348051 Using a range of relevant and/or practical contexts for students to be able to connect learning to. 
Using school wide tools for literacy like SEEL/SOLO and adapt to the subject to ensure common language.
Offering opportunities throughout learning activities for different forms of literacy skills/techniques/strategies. Explaining the purpose for this and role modelling use/strategies. 

]]> 2021-05-12 22:15:22 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519348051 colletta1 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519349435 Working through strategies with students means verbalising your thinking as you go so that students see the strategies fully modelled.]]> 2021-05-12 22:16:17 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519349435 colletta1 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519357697 Making learning outcomes explicit enough to identify skills/concepts needing developed/shown and then negotiating ways of engagement, representation, action and expression.]]> 2021-05-12 22:21:24 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519357697 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519359098 I think modelling the processes we go through ourselves is really important, and actually showing the kids - this is how I do it - but are there other ways? Do you do this differently? Using modelling books (like a big scrapbook) and working through examples in small groups - then kids can refer back to the modelling book.]]> 2021-05-12 22:22:11 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519359098 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519365184 Being able to experience learning through different contexts and apply their learning to relevnat and practical contexts. To see the thoery applied in settings outside of school. To find ways in which the assessment can be varied and relevant for them personally. Providing the opportunity for relflection and an ongoing dialogue between students and staff and students.]]> 2021-05-12 22:25:58 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519365184 smithd53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519368896 Working to link numeracy into context which the students can relate to as a class and individuals. Offering explanation of the purpose of it being used in that context and discussing how else it can be used in different situations outside of school/education. 
Use of numeracy in practical situations and incorporating problem solving with it. For example, when looking at the Planets. Using measurement and scaling to look into the distance between planets on the back field. ]]> 2021-05-12 22:28:22 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519368896 colletta1 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519371416 - Really great at SEEL and CER paragraph style, next area for development is building strategies for extended report writing.
School currently uses asttle data as a 2 point data capture although previously this has been used across subjects for a wider capture of skills (procedure and explanation writing in science)]]> 2021-05-12 22:29:52 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519371416 smithd53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519390302 Applying the learning to relevant or real world context is important for me in my practice to ensure they see purpose. Checking in with them afterwards and seeing if they can find an example of where else they can apply the learning has worked to check how they picked it up. 
I want to continue to build on ensuring that all activities are at the relevant level for the individual. This means creating activities to have different levels for learners to extend. This for me would ideally be a practical activity which then requires them to take the information they have gathered and use numeracy to reach an outcome. They can then work with others to see what was similar/different in their process. ]]> 2021-05-12 22:41:16 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519390302 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519396080 In year 9 Ako we are using connection to our local area as a context across both our integrated project and through explicit teaching in reading/writing workshops. Students are able to choose contexts within our area that are relevant to their interest or experiences.]]> 2021-05-12 22:44:57 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519396080 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519397809 I think that the context is key and the more relevance they can see to things in the real world the more buy in there will be to work and assessment. The use of external parties gives more weighting to the message and allows students to ask experts in varied field questions they want to know the answer too.]]> 2021-05-12 22:46:06 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519397809 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519399525 Tool currently used at junior level - Asttle testing for reading, and assessing writing using our own SOLO rubric which is based on the Asttle writing rubric. This happens 3x per year. Test data is analysed to identify specific skills that groups of students are lacking, then used to group students to provide both explicit teaching and appropriately leveled resources. Also using Schonell Spelling testing at Yr7&8.]]> 2021-05-12 22:47:11 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519399525 smithd53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519400303 Continue to use scenarios/practical examples (That students can relate to) to base a numeracy problem that allows them to see purpose or how it will work in a real life sense. Then have a problem that requires them to have an experience/gain information, then use numeracy strategies to reach an answer. Having group discussion around the context first would be beneficial to add to build deeper understanding of the starting place and then encouraging reflection afterwards and discussion student to student to reflect on how they got to their answer and what the sense that it make to them. ]]> 2021-05-12 22:47:40 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519400303 bassr https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519402318 How are we ensuring that literacy needs specific and specialised to individual subject areas (Disciplinary Literacy) is being developed by students in order to deepen their knowledge and increase their level of literacy resilience?]]> 2021-05-12 22:48:51 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519402318 smithd53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519409525 Using contexts which are either relevant to the current time or to the individual can help to motivate/get student buy-in to the numeracy activity.
Linking to real world situations or encouraging students to link to a real world situation can help for them to be able to transfer their learning. 
I am aiming to encourage students to have more discussion with one another after they have completed numeracy activities to have conversation about the strategies they used, why they used it and how it makes sense to use that strategies. Encourage them to consider the different perspectives and see if it changes the result of their task. ]]> 2021-05-12 22:53:11 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519409525 colletta1 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519414276 Making sure the numeracy used is robust enough to develop skills, understanding SA:V ratios, % change, calculating gradient of lines, understanding formula equations and units to show relationship of ideas in a numerical way, representing data that is both linear and non linear. Using appropriate graphing for purpose, pattern seeking vs fair testing. Using numeracy for spatial points e.g. finding epicenters of earthquakes.
Modelling how creativity and problem solving is used in numeracy to help solve problems.
Allowing situations where growth mindset/GRIT learning can be developed and rewarded. ]]> 2021-05-12 22:56:16 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519414276 nealp1 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519424896 2021-05-12 23:02:42 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519424896 bassr https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519427189 Are you aware of the "brown book" - Effective Literacy Strategies in Year 9-13? This was the foundation of the literacy programme and has a huge number of literacy strategies which can be used.]]> 2021-05-12 23:04:12 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519427189 colletta1 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519433660 I know I`m possibly okay with the pattern seeking/statistical side of things.
I worry that when I set up situations for numeracy development I am accidently teaching them a misconception that might need fixed later down the track. Using subject specialists to help build my knowledge is my go to for support as the are the most informed and always willing to collaborate.]]> 2021-05-12 23:08:13 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519433660 nealp1 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519441267 2021-05-12 23:12:57 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519441267 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519446730 Di- I have a business language dictionary I have made up for my subject and I fully incorporate Maori Business concepts into the Business framework. As different historical and business contexts arise, I add these terms to allow all students to meet the standards using appropriate Business terminology. I also teach some English structures for paragraphing, referencing and report style writing to enable higher grades.

]]> 2021-05-12 23:16:27 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519446730 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519446979 Different methods of reading - group, peer, own, following with audio or teacher read. Comprehension activities differentiated. Teaching structures - sentence, paragraph and essay. Parts of speech. Vocabulary.]]> 2021-05-12 23:16:36 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519446979 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519451488 2021-05-12 23:19:32 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519451488 colletta1 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519453957 Some science concepts are explained through numerical reasoning so allowing students the ability to develop understanding of both empowers their ability to explain ideas. Problem solving issues (WickED) prompts to use a range of skills to solve something relevant to their life or to improve the life of others e.g. lever length and arm prosthetics, speed limits and stopping distances, neutralisation points and medicine. ]]> 2021-05-12 23:21:07 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519453957 bassr https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519455638 Have you been onto the NZMaths website? There are a huge number of resources broken down by strand and levels which could be useful to use in your subject!]]> 2021-05-12 23:22:01 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519455638 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519457535 Comprehension - understanding and processing the text.  Need to understand the meaning of everyday works, in addition to subject specific vocab and instructional words. (MT)

]]> 2021-05-12 23:23:05 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519457535 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519461816 2021-05-12 23:25:46 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519461816 nealp1 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519462033 2021-05-12 23:25:54 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519462033 colletta1 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519463329 Using groups to help share strategies/encouragement/team work when solving issues.
I tend to use the functions within google sheets when managing data gathered. 
I feel like I understand the components of literacy and strategies to use better than numeracy. I am unsure about what numeracy looks like at L4/5]]> 2021-05-12 23:26:44 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519463329 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519467113 Learners should be comfortable discussing ideas that they have read, particularly within the safety of peer groups, as well as writing down their understanding. This enables more readers to contribute without the constraints of written work. Strong comprehension skills enable them to participate in discussions. More emphasis on different ways of showing their understanding will build their comprehension skills, especially supported by other learners.]]> 2021-05-12 23:28:56 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519467113 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519469561 DI- A way I do this is by teaching Write that Essay from Dr Ian Hunter to get higher grades and show how to write an essay and complete a report. I model and explicitly teach referencing and report style Formal Writing with Cover pages, footnotes, headers and in text referencing. I teach basic accounting to trial balance as it occurs and basic Economic principles through Year 10 including Insurance and Banking. I also teach Stanford Business Schools Think Fast Talk Smart communication for Business Students giving clear structures students can adapt to varying situations. I do What? So What? Now What? and Problem? Solutions? And best solution and why? This answers questions for Economics, Business, English but can be adapted for oral submissions and speeches. ]]> 2021-05-12 23:30:27 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519469561 nealp1 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519478176 I'd love to know if other subjects use millimeters regularly and if not, could they more?  Interestingly we find many students can't tell the difference and don't seem to know how to convert from cm to mm.  Cm just don't cut it when making anything.  Generally numeracy is ingrained in tech / dvc outcomes. It could be more explicit at times, but relevance to the outcome is important.   

]]> 2021-05-12 23:35:46 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519478176 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519492038 When discussing or listening to information I make notes as I go - usually bullet points. When scanning written documents, I identify key words. Usually I highlight these, whether in print or onscreen, and colour code according to ideas or importance. I make subheadings for key questions or topics when transferring information and sometimes use page halves for comparative information. I use both mind maps and flow charts, depending on what I am making notes on and the purpose e.g. mind maps for generalised thinking and flow charts for essays. I model all of these techniques for students, both on the whiteboard and on projected documents. ]]> 2021-05-12 23:43:49 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519492038 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519495686 With relevance to numeracy elements within learning assessment - To talk to the students; discuss barriers and enablers to their learning and access of assessment. To be have context and relevance which are taught through a range of methods including practial work and application of skills and knowledge. To create opportunities to work independently and collaboratively to solve and respond to problems. To provide the students the options of a particular direction and focus during assessment e.g. how an specific assessment task will be approached or the different ways in which the akonga will meet the criteria. To use the students to mentor and help their peers. To incorporate the use of traditinal and modern pedagogical practices and resources to support their leearning and engagement in a variety of ways. Involvement of Student prefect for given areas in department meetings and meetings with staff to develop collaborative work and strengthen the understanding between student and staff perceptions re relevance and importance of numeracy to assignments.]]> 2021-05-12 23:45:51 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519495686 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519502654 I take notes as a student by listening and writing everything that is said with text headings and drawings and coded symbols such as triangles to represent delta for change. I take the key words and then make up an acronym word of the first letters to remember the key terms. I use these in class on the board to help students to revise and learn key terms. I also draw different terms out visually to aid retention. I get students to model this and we look up research for assessments with key word searches. Students often put in lots of unnecessary words that stop them gaining valid, quality lines of inquiry to inform their work so I teach this to ensure they can do this effectively. They don't like it and often see as boring but I have had students years later say it was a godsend at Uni as they knew how to take notes and reference effectively, ]]> 2021-05-12 23:49:47 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519502654 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519514386 In Junior school the use of SEEL paragraphs helps to form structuring of written work as well as writing for a purpose. 
In Mathematics I encourage my students to explain all steps of their work to explain their purpose and show deep understanding of processes. When taking notes students are encouraged to rephrase into their own terms. ]]> 2021-05-12 23:55:25 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519514386 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519515797 They will be able to read and summarise a text into their own terminology. They will be able to clearly understand the purpose of a text and its implications. May also be able to make connections between the text and other resources due to their deeper understanding.
Breaking down a text with students and discussing it as a class can be beneficial. allowing students to share their ideas and get a wider perspective outside their own,]]> 2021-05-12 23:56:06 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519515797 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519516686 In mathematics I always try to make notes that cater to a range of preferences, including diagrams and examples wherever possible to cater to those who learn visually and kinesthetically.
Where possible I will always break down notes into simple steps and bullet points so that information is not confused or difficult to comprehend.

]]> 2021-05-12 23:56:32 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519516686 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519520743 Tom Chalmers: To purchase modern digital packeges to support analysis. To develop and strengthen the relationship with the UCC Biomechanics lab to provide real life insight, novel experiences and aspiration to develop the use of numeracy and statistical ananlysis in their work.]]> 2021-05-12 23:58:33 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519520743 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519524901 A big part of this in Mathematics is structure. As Mathematics teachers, it is implicit for us to structure and lay out our work in a methodical and logical way and it is easy to forget that this is a learned skill that takes time to develop. I am trying to become more intentional about explaining the WHY as I lay out work in a certain way, to help students understand the benefits to improving this as a skill. 

]]> 2021-05-13 00:00:48 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519524901 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519534015 Specific vocab, both key word understanding and words to instruct (E.g. Evaluate, solve, etc) need constant reinforcement within Mathematics context.  Within Mathematics the writing of passages longer than a sentence or two tends to be at more extended abstract level of Year 7-9, with increasing amounts of writing increasing as students progress particularly through the Statistics strand  due to carrying out Statistical Investigations and developing Statistical Literacy (reading and evaluating other's investigation) (MT)

]]> 2021-05-13 00:05:25 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519534015 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519541321 2021-05-13 00:09:03 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519541321 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519547174 2021-05-13 00:11:52 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519547174 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519548541 2021-05-13 00:12:30 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519548541 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519549203 2021-05-13 00:12:46 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519549203 andersonc4 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519557352 Deliberate development of tasks that require structured writing and the description, explanation and connection of ideas. Exposing students to a range of media to encourage familiarisation with a larger vocabulary. Questioning the purpose of a piece of writing and if there is any bias attached to it. Developing overall report structure so that it is in a logical sequence with supporting information followed by 7ideas/conclusion developed from this information.]]> 2021-05-13 00:16:42 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519557352 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519564496 I have lots of opportunities for students to first of all answer questions in class using random selection techniques to identify students along the lines of Black. This ensures good students develop as they are not only answering what they know, but are also challenged to answer things they do not know. This in turn helps others, less confident in class, to try to answer. Failure is a problem for good kids. I use real world examples of students with part time jobs and with employers and parents as examples of the working environment. Talking to students and building relationships where you know some of their experiences to draw on later as examples is key to my practice. I find this particularly difficult at Ellesmere as I miss opportunities to talk to my parents, at parent teacher interviews, to build relationships that I can then use to benefit students. There is a disconnect between students, whanau and direct teachers. Planning for Akonga needs parents to meet individual teachers to discuss upcoming work and how whanau and teachers can bridge gaps and support students. ]]> 2021-05-13 00:19:57 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519564496 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519566041 Opportunities need to be given throughout classes for students to show their understanding in a supportive and authentic way e.g. classroom and group discussions. This allows observation of students to hear their thinking without it being in front of the class. Assessments can be delivered in different ways - diagrams, written, spoken, group, recorded - where possible in order to meet students strengths.]]> 2021-05-13 00:20:38 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519566041 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519568802 Within Mathematics, trying to connect to real life and other subjects as much as possible. We are recording an increasing number of contexts through our SOW, with Arts, Tech, Business, PE, Science, Life etc to help teachers who may not be aware of some of the connections (MT)]]> 2021-05-13 00:21:45 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519568802 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519590728 Ensuring that we select resources and assessment that are relevant to their time and place as stated above. Culturally responsive pedagogy will allow students to feel more ownership and connection to the work they are doing and the skill they are learning which will result in hopefully better buy in, retention, and engagement of students in the learning process.


]]> 2021-05-13 00:30:42 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519590728 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519590825 2021-05-13 00:30:44 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519590825 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519598277 Solo and Easttle are currently used to collect literacy and numeracy data by the school. Keeping the students worlds at the centre of teaching and planning means developing a relationship with whanau and knowing what is important to them. I use a wide variety of literacy strategies and aim to increase these to enable students to use their strengths and have more choice in the delivery of their understandings.]]> 2021-05-13 00:33:35 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519598277 andersonc4 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519599945 Students are able to gather information from a variety of sources and condense it down to notes sufficient to study from or combine into a meaningful and reasoned description of how a concept has developed. They can present evidence (own or researched) and develop conclusions from that. 
To develop these ideas we start small and gradually increase complexity.]]> 2021-05-13 00:34:14 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519599945 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519611230 Lots of fantastic ideas for real life context teaching - very much agree. Connections to YouCubed (which is Growth Mindset based), we've already got lessons set up for this, having used with year 9 previously. There is the need to have students 'know' things before able to apply in practice, in groups or problem solve. Evidence indicates students do need explicit teaching (not rote learning) to learn some concepts and move their learning/knowledge from working to long term memory. This then allows them to have some skills to apply within practical contexts and problems solving situations. (MT) ]]> 2021-05-13 00:38:27 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519611230 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519614927 2021-05-13 00:39:50 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519614927 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519625119 Encourage the understanding of statistics and mathematical ideas when they are in written articles. In CLMs developing student awareness of measurement, geometrical shapes and space.]]> 2021-05-13 00:43:29 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519625119 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519630338 Current whole school assessment of "Numeracy" is easttle, which is a solely Number strand based online task. It maybe surprising for colleagues to know that based on the start of year easttle we have approx 34 students at Year 7 and approx 21 student at Year 8 working at National Curriculum Level 2 (yes you did read that right!). This has implications not only for their long term progress but mathematical skills and knowledge you maybe expecting to bring to context and problem solve. I would like the Learning Progression Framework to be introduced to allow all teachers (ako and clm) to see the skill progression, rather than curriculum level progression to be used to monitor progress, particularly of our weakest students - that need to come upto level 4/5 for this new Numeracy Unit Standard. Students seeing this progression can help their emotional response to learning maths and doing numeracy, and supports growth mindset (MT)]]> 2021-05-13 00:45:21 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519630338 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519631343 2021-05-13 00:45:44 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519631343 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519638124 I do not teach numeracy explicitly in my subject area, although I include some discussion of statistics in literature that is very general and some basic maths skills in my CLMs. I could ask maths department to help me improve .]]> 2021-05-13 00:48:20 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519638124 andersonc4 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519638977 When I am reviewing a complex question I try to breakdown my own thought process. How do I develop my answer? As I do this I am usually asking questions of the students so that they are supplying the necessary information. I hope to demonstrate the complex ideas can be broken down to simpler steps and that they have the knowledge themselves already. We finish off by combining the small answers into a more complex response]]> 2021-05-13 00:48:40 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519638977 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519645293 2021-05-13 00:51:02 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519645293 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519651478 Allow students to learn material from the level they currently are now - this is will require some acceleration of learning to move from L2 to L4/5 over 2-3yrs, when getting to L2 has taken 8yrs already.  This will require specific, targeted teaching using evidence based approaches relevant to their age level now, compared with NZ curriculum level (e.g. Level 2 maths is often targeted at Year 2/3, and the contexts are relevant to that age).  This will require teachers with relevant pedagogical and subject knowledge. 
Allow students to use knowledge in problem solving / inquiry / context situations.
Monitor progress using Learning Progression Framework (Yr7-10, can extend down to primary schools, but this is more long term).  The LPF will allow skills to be acknowledged without a computer based assessment (which ties into students having a range of ways to share their knowledge and strategies).  The LPF then feeds into the PaCT, which can then pop out a NC level, and identify if students are ready for the Numeracy assessment (MT)

]]> 2021-05-13 00:53:19 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519651478 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519668329 I do not teach numeracy explicitly in my subject area, although I include some discussion of statistics in literature that is very general and some  basic maths skills in my CLMs. I could ask the maths department to provide me with different skills and strategies to improve the numeracy of my students and help me to develop relevance to areas of my teaching.]]> 2021-05-13 00:59:06 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519668329 andersonc4 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519673526 Naturally occurring evidence as part of normal classroom practice. This connects to many of the comments above around having multiple methods and contexts of demonstrating the necessary skills. It connects to the building of skills over time as long as students can identify that there are similar skills involved in the tasks. It allows for forward planning that allows for the range of experience the students bring to the classroom.]]> 2021-05-13 01:01:14 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519673526 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519675514 DI- As previously stated, I do answer all questions holistically as they arise. I do my best to find out mathematical concepts I do not know. I use statistics as a matter of course within Business Studies to inform the decision making process. My plan is to not teach numeracy as a standalone subject as I do not feel I am competent to do this, nor do I want to. It is not my strength. I am a Social Studies/ Business/ Psychology/ Media/ English teacher and this is where I have the expertise and knowledge and passion. If you are passionate you will convey the information easier and students will benefit.  ]]> 2021-05-13 01:02:03 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519675514 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519684095 I use the students current numeracy knowledge in some aspects of my teaching, however I do not feel that this is an area of strength for me and it is not always easily incorporated into English. In CLMs; basic geometry, measurement, statistics and space are used to some degree. ]]> 2021-05-13 01:05:26 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519684095 andersonc4 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519709108 E Asstle. SOLO rubrics are also developed based on curriculum levels that can measure the ability to express and connect ideas.
Knowing our learning is essential to being able to engage them in learning. Using relevant contexts (interests, location, future) as part of the teaching programme supports all learners.
To support literacy we use SEEL and CER paragraph structures and go further to break down these components and demonstrate how to build a complex sentence. Next steps are around the development of extended report writing - logical order to support and argument or conclusion.]]> 2021-05-13 01:15:34 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519709108 andersonc4 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519735342 Use numeracy as a normal part of everyday teaching. Show that it is relevant in a wide range of contexts and demonstrate how the basic numeracy skills assist with the solving of more complex problem.
Demonstrate the relevancy.]]> 2021-05-13 01:25:21 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519735342 andersonc4 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519768731 When working through numeracy based work all attempts are made to connect it to a context so the students know there is a reason behind the activity. Often this will build a familiarity with different units. Could look at a wider range of contexts that draw on student interest/experience and reinforce some of the foundation skills that I sometimes assume students have. Identification of where learners are now and being able to backtrack to find any disconnects that are preventing them from moving forward. ]]> 2021-05-13 01:37:56 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519768731 andersonc4 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519801876 In the past I have only tended to plan numeracy activities that fitted with the teaching unit. This really only tested a narrow range of skills a time so opportunities to display knowledge were limited. This also led to a 'one way to do things' result. 
Understanding where students are at and acknowledging that numeracy skills may be the barrier to their success should result in more explicit teaching of the necessary skills. This obviously means that numeracy needs to be effectively planned and that we all need a base line knowledge (or to know where to go for support).]]> 2021-05-13 01:50:14 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519801876 andersonc4 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519837808 Consider interest and current level in the organisation of classes. Could the 'numeracy' teacher be anyone - the class is connected with a teacher who enjoys the same context (How would this connect with a common assessment activity where the context may be completely different). We would all be numeracy teachers - this would require us all to have at least a working understanding of the expectations of the standard.]]> 2021-05-13 02:04:51 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519837808 andersonc4 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519898312 Given the focus on knowing the learner, having a variety of ways of assessing and the NZQA assessment being called and activity (with no time limit?) -- What will the CAA look like? How will the variety of knowledge demonstration styles (conversation, written, etc) be reflected in the assessment? The next question (voiced by Mt elsewhere) is; Are we setting up the students for one experience when the assessment could be another? (I might have missed something - please enlighten)]]> 2021-05-13 02:30:50 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1519898312 murphya53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1520073126 Junior school: Scaffolding, SEEL Paragraph structure, Exemplars, Identify the meaning of vocabulary. In Music particularly with Seniors: Locating and filtering relevant information. Analysis, comparison, contrasting and summarising skills. Evaluating the relevance of texts according to intended purposes. Identifying the meaning of specialist vocabulary needed to understand music related texts (including vocab from 3 other languages).]]> 2021-05-13 03:59:22 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1520073126 murphya53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1520080144 Strong comprehension skills can enable learners to effectively summarise, compare and contrast, link and discuss concisely what they have learnt. They can be enabled to develop their own opinions or take a position on a matter and defend it. Regularly discussing and breaking down a variety of texts as a class or in group can help develop these skills. ]]> 2021-05-13 04:04:39 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1520080144 murphya53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1520128542 - Highlighting, bold text, underlining, italics etc. are useful for emphasis.  - Include links to sources or further relevant information. - However you structure/ lay out your notes should be consistent to avoid confusion. - Formulating effective inquiry questions as a headings or sub-headings are important. Having the right lens before you start taking pictures can make a world of difference and save a lot of time. ]]> 2021-05-13 04:39:08 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1520128542 murphya53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1520193422 Breaking down your thought process or sharing the journey you took to arrive at a conclusion can help students develop strategies to understand their own minds and what processes work for them. Challenging their understand and asking them to consider alternatives is important too. ]]> 2021-05-13 05:19:32 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1520193422 murphya53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1520304165 Co-constructing tasks to enable students to draw on their experiences, strengths and interest areas while enabling them to reach out of their comfort zone.    ]]> 2021-05-13 06:39:18 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1520304165 murphya53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1520451836 Facilitating opportunities for students to draw on their real life experiences and values is one thing. Expanding student's worlds by introducing them to new experience in and outside the classroom is another. ]]> 2021-05-13 08:41:44 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1520451836 murphya53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1520472466 In music I often have students say, "this sounds a lot like math to me, sir." The obvious ones are when learning time signatures, note lengths, phrasing and form/ structure. Then the not so obvious - calculating delay times, the geometry in sound reflection, understand interval sizes in 12 tone equal temperament and why they aren't equal at all. So many way in which numeracy is supported in the music classroom. ]]> 2021-05-13 09:01:36 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1520472466 murphya53 https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1520494522 There are lots of ways in which  numeracy teaching and learning is support in music but an area that needs strengthening is linking to and drawing from what is learnt to other contexts. ]]> 2021-05-13 09:25:35 UTC https://padlet.com/bassr/fqcbhriqeyg0wq01/wish/1520494522