Tinkering with delivery

Hot after my first MPI session, I'm eager to enhance my Math program! It might be week three, but week one barely counted with only being two days... and week two was a short week with our Waitangi Day long weekend. So essentially, we're still very much establishing routines!

I'm finding the transition to whole-class teaching in Math tricky, with having different extreme levels working at drastically different paces. I need to 'change a few things up' to make it work more effectively.

Ignition task

The first addition I made was to have a Math Talk image up to stimulate thinking and discussion as the learners transitioned into the classroom. My Home Class is a Year 5 & Year 6 class, while my Math class is a straight Year 5 class, bringing together learners from three different classes.

Here is the Image I used for the transition:

Students were asked to enter quietly and just think about what they notice and what they wonder.

Once all the learners had arrived, I invited the class to share their thoughts. The highlight for me was seeing one of our learners who struggles give a fantastic description of what he noticed.

Another highlight was one of the more able learners making a mistake... which became a fantastic learning opportunity for them to check their thinking.

Rewindable Images on our site

One of the issues I consistently ran into last year, when I was a Classroom Release Teacher, was not being able to quickly access the appropriate lesson in the Textbook or Workbook, let alone find the right page. Often, I'd have issues logging in to the providers' websites. I'm trialling bypassing these issues by having them on the class site. This will also alleviate the issue of holding kids back who are ready to move on, while I am scaffolding the strugglers to support them through the lesson. I envision it being great for the TA's to see the bigger picture of the lesson, too. Hopefully, the teacher releasing me today can give some early feedback on how the inclusion worked.

MPI 1 - Math is Core

 Mathematics Practice Intensive 2026

Today I find myself in a really bizarre headspace. I'm currently awaiting a surgery date for another crainiotomy... I'm assured this one will be a much easier recovery than the last, but it is still brain surgery!

Given I'm meant to have my operation "in February"... and it's now the 12th... I wasn't sure that I woud even get to begin today. Here I am, and I now find myself in a cross between a mouse wheel and a super absorbent sponge. I want to soak up as much as I can and get it up and running in my classroom practice before going on leave. Hopefully the sponge holds out and keeps absorbing for the whole day!

Traditionally, in New Zealand, we have performed really well in the PISA study. The 2022 results are quite alarming for the future of our learners.

UK and US studies have shown that Mathematical skills are a large predictor of Greater Future Earning Potential. Race and ethnicity were not a factor.

A combination of what has always been important... Effective teaching practices, combined with the ability to leverage learning with digital affordances.

Teachers who have participated in MPI have seen movement towards the North-East quadrant.

The refreshed curriculum reflected what was already within the Manaiakalani Pillars of Practice.

Pedagogical Content Knowledge is absolutely key.

My thoughts:

In our recent MoE Maths PD Day 3, we spent alot of time looking at The Processes from the curriculum.

Making connections is key. (Ground Rules for Talk)

Research shows that we learn best through making mistakes. Our brain grows when it is learning new things and going through the Learning Pit. It's not about speed. It can actually be better to be slow and think deeper about the patterns, space and connections that can be seen.

My own brain is proof of how the brain can recover and rebuild. By creating the right situations to work within, we can develop our ability to grow conceptual understandings and strategies.

Ka Hikitia & Tapasa

All those approaches and strategies I learned from ELiM all those years ago are very relevant to accelerating learning now.

New Zealand Curriculum Overview

I love the emphasis on implementing across the
curriculum learning.

All curriculum learning areas follow this structure, with the emphasis on knowledge and practise.

Learning Intentions are developed from these, building on their own prior knowledge.

We need to really aware that the curriculum is at the forefront, with the resources supplementing the learning. Be aware of the gaps that the resources may have.

Differentiation is really important.

How to Grow ‘Good Mathematicians’.

It's really great to see that the NZ Curriculum delivery design aligns with what we know is successful within the Manaiakalani Pedagogy and I've seen in practise, particularly when honing in throughout and after the RPI.

Fundamental to any learning is the relationship with the learner. The first pillar encompasses all of that, not just the person, but what makes them tick as a learner.

I'm really excited to undertake the Math Survey with my math class to see where their thoughts are at with this right now.

This is the aspect I really need to develop. As I step back into the classroom full-time, with the new curriculum, I want to ensure that the element of the classroom being the third teacher is key. How can I make it really work hard for my learners?

This is where Ground Rules For Talk comes into play. I've noticed that my current Math class aren't very familiar with the process and fundamentals. I intend to really encourage this as we progress through the year. I want to make it an authentic part of the way we operate.

Rich Create tasks are an area that our school needs to develop. We need to find ways to harness digital tools for learning. I have noticed that there is a real lack of opportunities for manipulating concrete materials in favour of paper resources. This is also going to drive engagement, too. The digital tools can be the vehicle for capturing what is happening (photos)

Setting an expectation of Math Blogposts could start ticking that "share" area that is currently a gaping hole. By being creative with finding ways and opportunities to share, it can only enhance this aspect. 

I might be being a tad critical... but I like that I've clearly identified some areas to develop.

Introducing the importance of Discussion within a Maths Problem. 

It's not just a warm up! It needs to flow throughout the entire programme.

It's not just talking... It's reflection, questioning, making observations... 

I have thoroughly enjoyed using Ground Rules for talk with previous years' classes, particularly in reading. I get them to reflect on each aspect at the end of each session, by using their hands to show 1, 2 or 3. This enables us to set an area to develop for the next session.

Examples like these are really popular with the kids. It gives every child an opportunity to contribute an idea successfully, the children that don't usually see themselves as mathematical learners will often see something from a perspective that others don't.

I want to have a hard copy of this for when other teachers are in my class to use. This could also be used by a student to drive the discussion for the day.

Banish the hand up... focus on hand signals (Talk moves) so others have more time to think.

I see the benefit of having a provocation on the board at the beginning of the day... I wonder whether this could be used as students are coming into math as well...?

Mathematics Across the Curriculum

Finding opportunities to model for our learners that utilise Math in everyday lives and unexpected contexts - Windows and mirrors.

What natural connections can we make?

What opportunities are there for making connections throughout our other learning areas, units and learning experiences?

Pulling it all Together

I firmly believe that by ensuring that we are incorporating our Learn Create Share pedagogy, it will ensure our learning experiences are richer, more authentic and more engaging.

This is what is missing from my math program! I have been looking for ways to pull everything together in my wider math program. I've been battling to throw it around in my head, with how exactly it will look in the context of the new curriculum.

So what next?

• I need to build in a specific share time at the end of each session.
• Focus on hand signals to encourage more thinking. (Talk moves).
• Have a hard copy of the Image Talk Guiding Questions for both other teachers and the learners to utilise to enhance discussions.
• I am looking forward to creating taskboards for my math class to manage what the learners are doing. It's been tricky moving to a whole class teaching model with clear definitive contrasting levels of capability.

The beginning... A Journey of Tikanga Māori

 In an attempt to fill the void of creativity and challenges... I've leapt at the opportunity to sign up for a Level Two Tikanga Māori course through Te Mahi Ako. I'm not sure what void I was thinking of for the holidays... These holidays signify some significant transitions for me:

• The leap back into a classroom 5 days each week - I haven't actually been teaching 5 days in a classroom since prior to my neurosurgery early in 2022! I came back three days... then four days... before beginning my Across Kāhui Lead position, which saw me released two days each week for alternative work.
• Setting up a new classroom. - My new space has never actually been a classroom. It was the staffroom, then a library, then a play therapy space. The resources have been cleared. The shelves were removed... and a wall is waiting to be painted. It's not the first time in teaching that I've had to wait until the new year to set up a space. Fourteen years ago, I was waiting for the walls to be lined with a post-quake refit. It's been a minute since then, but I'm excited to be designing my own learning experiences for the learners in my space.
• Moving house. - I guess there's never a great time... It's always going to be carnage, chaos and mayhem... but it's an exciting prospect to be able to set down roots in our own home again, after a few years of renting.

So Tikanga Māori!

I've been wanting to lift my game in the area of both Tikanga and Te Reo for a while now, but I have never set aside the time to do it. I'm really excited to be leaping onto this journey, as well as bringing my class of 2026 along with me. In this time of the nation pushing back against our government, seemingly attempting to undermine Te Tiriti o Waitangi, there is no better time to solidify a foundation of Tikanga and Te Reo in our classrooms.

As one door closes, another opens...

While it has been a rollercoaster ride, it has been a pleasure to have been given the opportunities that have come with the Across Kāhui Lead Role over the past two years. Time will tell of the lens that we look back on this time of education upheaval; however, when you’ve been around for a while, you come to realise that you never quite know what is around the corner or what the next curve ball will be.

Highlights:

Feedback from schools has been that the opportunities offered to learners have had a positive impact on self-esteem, attitude and behaviour. This has been witnessed both in the classroom and at home. It was evident, particularly with one of our swimmers, where the Kaiako saw a direct improvement in the classroom, due to being given the opportunity to step up and improve her swimming skills.

I have seen a growth in social-emotional skills within the small robotics groups across two schools. The Digital Technology Component focused on algorithms, programming and debugging; Through this, the learners developed critical thinking and problem-solving skills. The outcome was enhanced resilience, collaboration and positive relationships.

Seeing our Learn Create Share pedagogy in action with our kids, through Matatiki, has been really exciting. Being creative, harnessing literacy skills and seeing the ākonga get excited about learning through engaging experiences and rich discussions; Visual Language Skills in design and colour. Writing Skills, such as setting and character development, using AI and 3D printing to bring their brainstorms to life. Watching the excitement when students listened to the podcasts that they had collaborated to write and edit was a particular highlight. Many of these learners didn’t see themselves as successful writers, yet they won awards for “Maintaining the theme throughout”, “Best Hook”, etc. Core writing skills were in action. On the night of the awards at Tūranga, Uru Mānuka monopolised the room. We had four schools take the stage on the night, some taking great prizes back for their schools. Among these, St Bernadette’s won a prize which enabled them to design and print Leavers Gear for their year eight students.

Personal Growth

Engaging in critical learning dialogues that challenge thinking and collaborative problem solving has been an opportunity I have relished. Developing relationships with fellow leaders across the wider Canterbury region has brought access to key resources and information that I have been able to disseminate to others, both within our Kāhui and beyond. The Canterbury Kāhui Ako Cluster Leadership Network, Grow Waitaha and Core Education have enabled this to happen.

I have been working closely with the GCSN and the Library Learning Team. Bouncing idea to ensure that not only do our ākonga get the benefits of a programme tailored to their needs, but also improve the programmes themselves for the betterment of all. This week, I  was asked to take a group of students to Matatiki to pilot a new podcasting initiative for the Library Learning Team, as they too are making adjustments to the way they deliver. They found it immensely valuable to be able to adjust and prototype while offering a quality learning opportunity to a group of our students. This very well may turn out to be a continued partnership in future.

Challenges:

Moving forward, I need to be more confident and assertive in making things happen, rather than running around trying to accommodate everyone.

An example of this is liaising with teachers for timetabling and trying to make things work for everyone,  rather than giving schools the options and putting the onus on the teachers to take up times on a first-come in first-served basis. Effective use of my time by others was a constant battle. Scheduled times would be taken up by finding equipment or students. I’d often arrive to find the students or classes had another commitment, and nobody had notified me.

Extension swimming squad. Utilising Matitiki, a small group of students with potential received weekly coaching throughout term 3, enhancing their swimming ability before Zones early next year. Dedication to this initiative was disappointing. Most weeks only saw four to six students present. Forgotten togs saw students listening poolside. The candidates weren’t all of the calibre that was expected either. Some were learning to float with a kickboard, rather than being swimmers with potential at Zones. The instructor was fantastic and divided them into two ability groups. The Matatiki team also provided information on options for funding for continued lessons for one swimmer who grew immensely in technique as well as self-confidence.

What next?

Sustaining Good Practice Through Collaboration.  Moving forward, we need to be utilising our Cluster Connections to maintain momentum. 

Opportunities from other agencies, such as the Library Learning Team, GCSN, etc, could be distributed via the Leaders of Learning. GCSN have a wealth of funded opportunities that our schools have taken advantage of. They can fund up to four programmes per school, per year. I would really encourage principals to forward the GCSN opportunity emails out to all Kaimahi and continue to utilise them moving forward.

If getting a group of learners to Matitiki is a barrier, the GCSN Podcasting Kit has everything you need to create professional-sounding podcasts with students (including easy-to-follow instructions). 

For my own professional growth, I need to ensure a clarity of shared vision, backed by a clear key action plan, underpinned by appropriate timeframes.

I am taking up an opportunity for leadership coaching next year to continue to develop these skills as I transition back to being a classroom teacher.