Day 3 MPI

 It feels a bit higgledy piggledy at the moment, but it's great to get back into the MPI today, as I feel like something is missing from my Math program at the moment, and there's no one to really pick their brain around me about how to amp it up.

I want to be able to harness our devices to really nudge learning in my class. My hope is that if my kids are set up before I go on leave, then they will set an expectation that it continue in my absence, rather than settling for a basic program.

I need to embed ways for my learners to undertake rich create tasks regularly to apply their learning and practice. Sharing it via Google Vids will also add that other spoke to the wheel and have an expectation of sharing learning on their blogs.

Hapara has been the bane of my life this year. For some reason, our kids' folders are not right... I've tapped out of communicating with them to sort it because they just don't get what the problem is and send me to a video to watch that is irrelevant. My kids still have their 2025 folder front and centre in their drives. When trying to build digital capability, it's really hard when the systems aren't working like they should.

My class is a year 5/6 class. During Whanau conferences, it was great to be able to show my Year 5 class members' whanau exactly what they are learning and how to see it... But my Year 6's go to another class,
and they haven't been shared the link yet. Quite awkward. I find it really easy to keep the site updated... It's remembering to put it in the planning templates that I need to remember.

The current situation we find ourselves in is a timely reminder that we need to be really utilising our learning sites. It's a reminder that we need to be checking that our sites are functioning as they should be. Is this still my role? Or is this under Curriculum?

Are the platforms that are being used by learners in the classrooms actually purposeful for learning or practising the skills that we are trying to develop? They need to be capturing what they have been doing, by screenshots and putting it on their blog. Do I create a Google sheet where they drop what they have been doing for accountability?

The timetable needs to ensure that they have time to create and share their learning. By encouraging my Year 5 math class to be regularly blogging, then it pushes an expectation back into their classrooms to be doing it as well.

Planning and Timetablling

This is what I've been waiting for!!!

I've found that in batting for the use of Manaiakalani Pedagogy and practice, the argument is always that the alternative is based on the science of learning (capitals deliberately omitted). I'm like a broken wheel when pointing out that our pedagogy IS EFFECTIVE PRACTICE!

These are all a no-brainer. The trickiest part is the tracking part.

While this ERO report focuses on phase 1, it's relevant to all phases, because it's all about Best Teaching Practise.

I love integrating... but I find it really hard at the moment to harness relevant teachable moments when they don't necessarily fit the schol prescription. It feels like a "hold that thought until next term... then we can talk about science! Our school overview feels very clunky and adhoc, rather than thought out and efficient.

Making connections between strands and concepts is a no brainer... but is it "allowed" in my context?

I find this format much better to look at and work from than our current school one. I'd like to take time in the holidays to transfer our school one onto the workbook pages like this, in order to forward plan my math talk images etc. I think we need to be more mindful that our consolidation etc should reflect the data for our learners rather than being predetermined.

My kids need more investigations and rich tasks!

Here is where I am going awry... I'm trying
to explicitly teach all five days!!! No wonder I'm not fitting in the rich tasks and investigations!!!

Doing a stocktake of my planning and timetabling has been great to show me exactly where I am dedicating all my time and highlighting areas that I can be changing up and tweaking.

Grouping

I've always loved flexible grouping, but have always had ability in the back of my mind when doing it. I've also felt a bit naughty while doing it...

I have been using really fluid groupings, but haven't been recording the groupings. How can I do this effectively? Could I have "The pond" for learners working with me... and "The wilderness" for the independent fliers? Could I have their photos for them to place where they want to be?

How can I harness the use of enablers and extenders, rather than me being the enabler?

My kids need more opportunities to collaborate!

This will be particularly useful for units.

T for Teacher / S for Student

This is a very flexible model, which requires a lot of teacher planning and student agency and accountability.

This is more of a mix of flexi and teacher-directed.

Math Talks

I need to print off the cards from Tahurangi to utilise with Investigations.

I am a big believer in the power of Ground Rules for Talk, which is evident that it has been patchy in the rollout to our students. Using Talk moves has really been a game-changer in my class this year! I really need to print this poster and have it on the wall.

I've seen a real estimation gap while working on addition and subtraction. Some of the kids just throw a random number out there! They lack the ability to make a connection to the problem.

I love the conversations that are happening during his time. It develops self-confidence in sharing... which then transfers into other classroom learning after they've attained success.

This is a key skill that I've noticed is lacking! It also offers an opportunity for the struggling students to achieve visible success in the classroom, as they often have better common sense and life skills.

One game a day could be used for consolidation.

Planning for a Rich Task maths session

Give the students the problem. Give them time to think it through... make sure they know what the key content is.

What does a Rich Task Math Problem Look like?

What are the students doing?

What 

I really need to get these Role & prompt cards printed off and be utilising them in my classroom.

This Smarter Together Text is one I want to delve into more.

I need to set up the Digital modelling books again. Somewhere to actually document what is happening.

While monitoring, selecting and sequencing need to be happening.

Time management will be key here to ensure that there is time for discussion, but not run out of time.

Always linking back to what was the learning intention? Making connections between different learners' thinking.

All of this hits these processes!

By getting students to add their solution (photo, video, drawing etc onto a slide deck could be a great record of learning.

Different terminology is used across different year levels, so this is something to be aware of.

Love the idea of linking this with "windows and mirrors"

I need to really target the platforms my kids can practice their learning with. I need to test some more
to get some more ideas.

Providing a variety will build a better supplementary resource bank.

I managed to explore a few platforms for independent learning that I can see being really useful for hitting some needs and maintaining. It was great to be able to have a go and see what could be useful.

So what?

• I need to rejig the timetable to allow for rich tasks and investigations. This will solve my Taskboard dilemma.
• I need to add games that target maintenance as well as the learning being taught. These can be on the taskboard, so it's obvious for learners when someone else is in.
• I'm looking forward to planning a rich task day each week!
• Getting students to add their solution (photo, video, drawing etc onto a slide deck could be a great record of learning.
• Track feedback given.
• My tune up:
• Weekly Programme - How much time do you allocate for explicit teaching, including differentiation
• Math timetable… move to the example given, with rich tasks on Thursday, and an investigation on Friday - This will all be easily captured on a taskboard!

• Whole class - Teaching at/ exposing to their year level) (demonstrations, discussions, new concepts, launching rich tasks or investigations) 
• More small groupings - particularly Thurs & Fri

• Independent Activities - Do you plan activities/follow-ups for students to practice what’s been taught? 
• It would be good to utilise some online platforms to use for either practice or maintenance.

Today feels like the day I have been waiting for! I'm really excited to reign everything together and improve my program.