Monday, May 2, 2016

New Rochelle | 2.3 May 2016

In the introduction, I provided some data to show that it is possible for the average learners to perform at a high level and struggling learners to continue to have subsequent opportunities. The rest of the two days is to work out how.

In Session 1, we looked at how even computation can be taught as problem solving. We look at word problem lesson (grade five), long division (grade three and beyond) and addition within twenty (grade one) are taught in the problem solving approach.
Lessons begin with exploration followed by structured learning. At some point, students journal.

We also examined ways to develop visualization.

In Session 2, we looked at bar models. In Session 3, we consolidated our learning about ways to develop visualization.

In the making ten lesson, ten frames and counters were used to help students visualize how 8 + 6 becomes 10 + 4.

Friday, April 29, 2016

Duluth | 29 April 2016 Keynote Lecture

Keynote Lecture

I kicked the conference off by outlining ways to improve instructional practices, at classroom level and at system level. I gave our colleagues in Mineasota a list of core competencies to focus on and a list of classroom tools to make those happen. Later in a concurrent session I elaborated on one of them, the focus on visualization using bar models.

Duluth | 29 April 2016 Concurrent Session

Concurrent Session

We use these problems to look at how to
- help students with managing information in word problems (metacognition)
- help students develop visualization through bar models (visualization)
- help students in presenting solutions (communication)
- encourage students to do mental math during the solving of word problems (oh! its's embarassing.) (number sense and metacognition)

Evening Entertainment while in Duluth - Homework 

Thursday, April 28, 2016

Duluth | 28 April 2016 Symposium

Ross Taylor Symposium 

We discussed the question of mathematics lessons that work.
Reference | Maths - No Problem! a textbook series approved for use in Singapore and adapted for schools in England.

Reference | New Syllabus Mathematics 

This is from one of the two textbook series used in secondary school in Singapore. We discussed how the exercises are variation (Dienes).

Wednesday, April 20, 2016

Singapore | 19 April 2016

Lesson Study at CHIJ Our Lady of Good Counsel 

A group of teachers from England and the US visited the school and participated in two research lessons in mathematics.

I think one area of work the school can work on is teacher growth through lesson study. 

In one research lesson, we saw students learning to measure mass of things less than one kg.

In my comments as knowledgeable others, I brought up three points. First, this lesson is a study of exploration versus structured learning. Second, this lesson afforded us to rethink which parts of the lesson can be taken out of the hands of the teacher and done using technology.  

In addition, the three tasks for guided practice - weighing A, B and C, allows formative assessment (assessment for learning). Students got the correct reading when the reading fell on numbered parts of the scale such as 250g but there was a range of answers when it did not. I asked the question on how the teacher could make use of this assessment data to help students learn to read the scales correctly in such situations | Lesson Study

Singapore | 20 April 2016

A seminar for parents to learn a few strategies they can use at home to guide their child in mathematics.

More slides to come.

Check out for games to practise basic facts in interesting ways.

Friday, April 15, 2016

Chicago, USA | 14.15 April 2016

Lesson Structure
- Anchor Task ~ we discussed how to bring anchor tasks to live and have a chance to work with grade level colleagues on how to craft anchor tasks
- Guided Practice ~ we discussed how variation is embedded in good practice 
- Independent Practice 

We discussed concept development in division.

We discussed teaching word problem and bar models.

For assessment we looked at ways to assess - basic skills, direct applications and challenging applications.