Tuesday, February 24, 2015

Open Lesson | Penang Malaysia

Students interacting to resolve a difficult point - one of them was one-sixth of three-fourths.

A student showing the results visually. Abu ate one-fourth of a cake. Siti ate one-sixth ofthe remainder.

In this open lesson, we started with that anchor task and using the CPA Approach got the students to arrive at the final product.

They did a guided practice task - Abu ate one-third of a cake. Siti ate half of the remaining two-thirds.

The lesson ended with four to five practice computation.

SRK Dato Keramat | Penang Malaysia

Thursday, February 12, 2015

February 7 | Cebu

Presentation for Early Numeracy | Slides Here

Presentation for Problem Solving and Critical Thinking | Slides Here

This conclude the tri-city tour of the Philippines which started in Manila in November and the same seminar has been brought to Cebu and Davao.

Alkem Professional Development has lined up a series of Singapore Math Professional Development by several Singapore teacher educators in the Philippines in the coming months

Contact Dot dot@alkemlearning.com for details.

Saturday, January 31, 2015

February 3-4 | Jakarta

I look forward to the two research lessons at Bina Bangsa School in Jakarta.

The secondary research lessons were on similar figures. It was interesting to study two lessons on exactly the same topic. The primary research lesson was on Primary 1 word problems where students did problem posing and another one on rounding off whole numbers.

I will also do a plenary with the primary teachers on planning and teaching a problem-solving lesson. We will look at the entire process where I will model for colleagues in the primary the entire process of planning and teaching such a lesson. I hope to also draw from examples taken from the research lesson.

For the secondary teachers, we review the classification of test items.



Friday, January 30, 2015

January 30 | Manila


Presentation Slides | Here

Link to Example of Performance Assessment Item Here

We open the second day with Pedagogies of Singapore Math with a focus on assessment. The key question is how to strengthen Filipino students' ability in problem solving and critical thinking. 

Changing a System 
- standards
- assessment 
- leaders
- professional development

Pedagogical Tools
- model
- scaffold
- let go
- explain

Theories 
- Bruner
- Piaget
- Vygotsky
- Skemp
- Dienes

Sunday, January 25, 2015

January 26.27.28 | Manchester

Over three days we discussed different aspects of key topics. the slides can be found in the relevant sections.

Slides for Whole Numbers Here

Slides for Fractions Here

Slides for Model Method Here

Slides for Other Topics

Summary for Day 1
We saw lessons to develop concepts like concept of equal parts and making tens as well as renaming 300 for 300-179. We also saw the concepts of partial products and partial quotients.

We focused on lesson structure and saw one entire lesson from anchor task to independent practice.

We considered the framework for teaching to mastery. And learnt about the five key theories - Piaget, Bruner, Skemp, Vygotsky and Dienes.

Summary for Day 2 
We did mostly fractions and reviewed whole numbers and did further work on model method. Differentiation for advanced learners was also discussed.

Summary for Day 3 
Discussion on differentiation for struggling learners kicked the day off. We did challenging word problems using bar model as well as a lesson on symmetry and area. 

Tuesday, January 20, 2015

January 21.22.23 | London

Professional Development for Year 1 Teachers in Textbook Project by NCETM and organized by Maths - No Problem!

The three days are organized around the three themes Teach Assess Differentiate (TAD)

Day 1 | Teach - Slides Here

During reflection at the end if the day, participants surfaced Teaching to Mastery Framework - exploring, structuring, journaling, reflecting, practising. They also reminded each other of the Big Five Theoretical underpinnings of teaching well Bruner, Piaget, Dienes, Vygotsky and Skemp. And the Three Core Competencies in mathematics learning visualization, generalization, number sense which were demonstrated but not yet articulated in Day 1. 

Day 2 | Assess - Slides Here

We looked at formative assessment (three-level rubric) as well as specific tools such as Newman Framework as well as Framework to Assess Advanced Ability in Maths. We concluded the day with a look into the Summative Assessment Framework for Key Stage 1 - compute, apply and in context.

Day 3 | Differentiate - Slides Here

We learnt some strategies to support struggling learners ...
1. Use concrete and visuals (Bruner) and to contextualize children's learning.
2. Use collaborative structures to promote talk and provide opportunities to see others' ways of thinking.
3. Use scaffolding questions (model, scaffold, let go)
4. Provide ample processing time (anchor tasks)

Also advanced learners ...
1. Reverse the task
2. Write a story
3. Think of an original way
4. Explain
5. Writes note to a friend or help a friend 

Close to 90 participants from schools connected to the Maths Hub from around England is attending the event. 


Friday, January 16, 2015

Cardinal, Ordinal or Nominal

These are additional notes for Davao Seminar. I will also make some reference to this for London Workshop for Year 1 teachers ...Place value is relevant only when numbers are used as cardinal numbers. On this signboard 15 is used as an ordinal number. To use ordinal numbers, ones needs to be able to do rote counting. You can use ordinal number even though you cannot do rational counting. 

In TG402, the number is used as a nominal number, as a name. Together with the letters, the number identifies a flight - it's the name if the flight. You don't need to be able to do rote or rational counting to be able to use nominal numbers. You need to know the name of digits though. And you say the number by uttering the digits - four zero two - not four hundred two or four hundred and two (as we do in Singapore).

These are PCK for teachers. Teachers do not teach children these technical terms but model correct usage of numbers. And PCK help us assess accurately.