Where to start with ALGEBRA?? How to introduce it so it makes SENSE!!

 Anne (previously from Kerikeri High) and Helen Teal (NMA) are the presenters. Helen was previously at Whangarei Girls High now 3 years in the role at NMA. So looking forward to this workshop of how to introduce Algebra to my juniors.

Q:  WHAT DO YOU WANT TO GET OUT THE DAY?

My answer:  Fun, creative way to START Algebra with  year 9's so I can catch their attention, grab it and carry it through to year 12, when I have them in my class. I am working 1 period a week with each form class, and would love to "win them over". Would love some hands on activities.

Q:  WHAT DO YOU ALREADY KNOW?

How to teach Senior Algebra.

Using: www. menti.com

What do you think or feel when you hear the word ALGEBRA? using  one word ( used www.menti.com) and then made a slide with ALL the words.

What can you expect getting out of the workshop:

1. Algebra is a generalisation and can be linked and taught through number form level 1 (curriculum level 1)

To show progression in learning. Go to NZ Maths and click on: https://nzmaths.co.nz/curriculum-elaborations

start with: https://nzmaths.co.nz/elaborations-level-four-number-and-algebra

for planning purposes: https://nzmaths.co.nz/key-mathematical-ideas

How many equations can you write up on a piece of paper, that equals 9.

written up was:

3 x 3 = 9

18/2 =9

2X4 +1 = 9

Picture of:

2 groups:  pattern 1: had 3 red counters and 1 blue counter, pattern 2: had 5 red counters and 4 blue counters.

choose strategies to draw the next pattern, and the next

Find a way to explain in words how you did this

Can you see the rule:

to get red?

to get blue?

to get the total?

The a picture of 10 by 10 grid. The outside colored in red, how many red squares on the border of this grid.

Show 4 different ways to get this, drawing on the white board.

then did a 3 by 3 grid

Then let them choose a grid size and show a strategy to come up with the general rule:

Tn= 4n - 4

challenge:

Think of a number between 1 and 10.

Now

* add 1

* multiply by 3

* subtract your original number

* add 5

* divide by 2

* take away the original number (that you started with)

Now if A= 1, B=2 , C= 3, etc.

Choose your letter that represents your answer, and think of a country that is in Europe. Write down the name. (answer for all would be 4)

Take the second letter of this country's name, and write down the name of an animal that starts with this letter

(Most people wrote DENMARK and elephant.)

Now let 2 students go to the whiteboard.

they write down their 2 numbers, and you let them go through the whole process. As the teacher you are the third person, and write yours in terms of algebra (with a letter eg. n  or a or ...)

Lots of practical examples

how many squares? How many matchstick to form the pattern? etc

then: Curriculum Progression Framework

Lots of self help and videos on this website. Use this website to teach yourself and upskill yourself.

8 aspects:

Look at the difference in the gaps and even starting points. Also notice that when you are teaching at year 9 level, you need to get all the number / patterns/ aspects done, otherwise they do not have the prior knowledge for you to build on.

Click on each signpost (on the website) to get the explanation and the big ideas!

This is what it looks like if you click on each specific sign post, and you can download this as a PDF.

Awesome  easy website, user friendly.

LPF activity: then we were given a few worked problems and had to fit them to the curriculum level and the strand.

Matching the students' work to the level. 

So from this we see that Algebra starts right in curriculum level 1!!

Where do we get the cool resources?

STOP pre-teaching and START teaching through RICH tasks.

make math moments!!! Create

Sparking curiosity, fueling sense making IGNITING teacher creativity!

Start from a young age.

Relate it to the known eg. Link it to their number knowledge, what they already know!! Incorporate Number and Algebra into all the other strands!!

(generalize the numbers to algebra) 

A lesson without the opportunity for learners to generalize is not a mathematics lesson!! - John Mason

Tuesday in Paihia....for some PD with Kerry

https://docs.google.com/presentation/d/1K-1TreoMkxahP9oSbqY4VqEETVuNqhDxLYPFakk8_4c/edit#slide=id.g648bd1f938_0_8

  BEING CyberSMART...

first question then:  Why do LEARNERS need to be CYBERSMART?

• Empowers learners to be positively connected citizens
• Confident, connected, actively involved lifelong learners
• Develops an authentic audience
• Develops the personal voice of each child
• Develops students’ employability
• Raises student achievement  
• Deliver 21st Century Education to 21st Century Learners

watch this VIDEO:
https://www.youtube.com/watch?time_continue=2&v=yFxNb2XKRRU

link to the government cybersmart week 2019

what does this look like in our class rooms?

WITH GREATER POWER COMES GREATER RESPONSIBILITY!!
They have:
- powerful devices
- ultra-fast connection/internet
- access to WWW

We need to keep our kids safe. It is like driving on a fast highway at top speed, you would never drive with your kids in a car without having all the safety features, why do you allow them on the internet with out safety features???
Every time they are online it creates a digital footprint. Empower your learners to harness technology in smart and clever ways. Focus should be on CYBERSMART continuously through the year.

We are giving them the building blocks to be life-long learners who are connected, confident and actively involved. Partnership/participation and protection...teacher can assist them how to be cybersmart learners.

Lots of "other stuff" happening for our students on line, that we as adults/school are not aware of.
for example, ads taking them to the "wrong sites" while gaming, etc.

this is the link to our kawa of care

Teach students how to be:
smart learners, have a smart footprint, have smart relationships.
Here is a link to the SMART site 

What are the common things that us as teacher experience as problems with our students using technology:
- worsen handwriting
- not discerning readers
- time spent online playing games with kids in other time zones, come to school exhausted!
- using the first link/first research and believe it is true
- they are not selective readers/ fake news/ how to validate the sites
- they copy what they read/ don't write it in their own words
how do we empower SMART online learners?
Plan to include:  Learn create share pedagogy, cybersmart, smart values and kawa of care in each lesson.
Look at the smart site, and include the relevant bits to your lesson, to guide the students how to be CYBERSMART. Problem is that they think they are CYBERSMART, but they are not.

https://images.app.goo.gl/uhysBnZJYB68P99T6

Understand that every time they connect, collaborate and share online it combines to create their digital footprint.

Being wrong, can make you better at being right

Currently I am busy with year 13's on the topic Learning Programming.  I have been teaching a mix on on-line and individual "help as they ask" lessons on the statistics topics. Now I am doing a mix of Hapara Workspace and old-fashioned talk and chalk lessons with hands on activities for the students.
Interesting that after we spent a whole lesson doing graphs by hand, without any technology to get this comment from one of the boys:  "whaea Mina, by the way, this was the best lesson ever!! Was so good to have a lesson with you showing us how, and we doing it without technology"

The thing is:  They are allowed to use technology to sketch the graphs, but I thought to do a few lessons without technology, would actually enhance their understanding of the topic. Trying , getting it "wrong", trying again, getting those AHA moments when they succeed, and feeling accomplished by doing it by hand!!
Being wrong, can make you better at being right.

My motto remains:
The power of YET,
I can't do it YET
I can't sketch the graph YET
This does not work YET
I am not good at this YET
I don't know the answer YET
I don't understand this YET

A new for me, to let some of them go out today, while I could see that they don't get it YET..

Today I've read this article and found it a good fit, for what I am trying to achieve with my lessons today.

Money money money must be funny...it is a rich man's world!!

I am getting more and more excited about our Math journey for next year.
My focus this year is to get more students excited about taking math.
So I am opening this for what people previously called the students of concern, and I will by taylor-making a program for these students - bringing in the Young Enterprises work and a little bit of math as well.
Then I would also love to challenge the students who wrote the Algebra external in year 12 to do some more calculus next year in year 13, so I am hoping to have a year 13 CALCULUS group in the second semester of year 13.
I broke the math up into semesters. Look at the links to my options day presentations.


https://docs.google.com/presentation/d/1H2wVv0ix-w_EfzV_saPH0mhYV3tOSWliUoNVDKoZKTU/edit?usp=sharing



https://docs.google.com/presentation/d/1eRW8Gg8Ux3PTaxhfdamMbdWwM3tr9IWk5P-CYkzZzaI/edit?usp=sharing


https://docs.google.com/presentation/d/1nKE7HMNnOYByKulUThgwJZTUGPm37_sSLjeTMy-d4No/edit?usp=sharing

Kindness

This week (as we all know) is Maori week as well as Keep New Zealand Beautiful week.  Lots of fun activities were planned by our school and it is weeks like these that I am so privileged, and so often reminded by how wonderful it is to be teaching at Bay Of Islands College in Kawakawa.  Not only do we have the most amazing team of teachers, supporting and helping each other to survive, but we also have students who EMBRACE being Maori and EMBRACE their culture. Students went out during this whole week to collect rubbish from all the streets in Kawakawa, enjoying doing their part in : Keep New Zealand beautiful. (I wish we could have this happening at least once in a fortnight.)

I am so absolutely blessed to be part of this awesome community of learning. Where students still run to class, and where students are genuinely disappointed and upset if the ask you:  "Whaea, when do we have math? " and I answer: "we don't have math today" to which the respond:".aaaaw NO!! this is a bad day!!"

I had a wonderful moment in the coffee shop, PBK (Pure Bliss Kitchen) (in Moerewa...a must go to) when this beautiful older lady approached me with the words: "Kia Ora, and who are you? you are so beautiful, thanks for blessing our town with your beautiful light" This is why I love living in this area. People are still so "real" and caring, and people who speak their mind, and say it as it is, those people are my tribe, and my favorite kind of people.

A is for Addiction!!

If I was an alcoholic, would you ask me to put liquor in my bag? Would you ask me to put it in my pocket? No, but we do this with our students and their mobile phones...




Here is a link to my slideshow that I made about this topic.

I am an adult, and I have enough life experiences and tools in my kete to ensure that I look after my emotional well being, but our students do not have that ability, yet.  After 35 years of teaching I know that at school we expect our students'  parents to have taught their children ways of coping with life, and put some safety net for their well being in place, but it does not always happen.

I have experienced myself how the length of time spend on my mobile phone is directly linked to the black dog (depression)!! I've experienced myself how it impacts on my sleep patterns and on my well being,...Now if I as an adult experience this, how much more , would a young impressionable mind of a teenager  "suffer"??I am totally addicted to my mobile phone, I took it everywhere with me, I even found myself in front of the television, and being on face book on my mobile phone at the same time. There are some useful articles on this, people experiencing the same "problem". Link


How can I sit back and feel that I've done a good job at teaching my students about algebra, statistics, geometry  AND not be concerned about the enemy in the room. I quote from an article:
"have cell phones really destroyed a generation?? we don't know...." Surely we can not answer this question when it is too late???

I can not stand by and not try to do something about this, life and it's ebb and flow have taught me, never to stand alone. In my small and humble way, I would like to find like minded teachers, and have some meaningful discussions around this topic. I started wondering how other people feel about this, because everything is "googelable", so I've discovered a few great articles and videos. Please feel free to add some more articles and videos in the comments. In my "research" I also saw that I am certainly not alone in my concerns about this problem, all state schools in Victoria will be banning all cell phones in all schools from next year. France has put a ban on them(2018) , some schools in Auckland has put a ban on them....
I quote from the NZ Herald: "

Cellphone ban helps propel low-decile Māori school to top of NCEA ranks

 link

I would love to hear your thoughts on this!!


I also made a video presentation about my slideshow. 

Thursday is PD day with Kerry!!

Today we are learning how to get our students' how to blog. This link is to "blog starters".

My idea for showing up to this "workshop" was that I would love for my new math classes, which I call the MFC group (Mathematical Financial Capability), to blog and show me some higher level thinking.

I want my year 13's , who I call my "guinea pig"-group, as this is the first class who I am teaching the MFC work to, to have a blog up every period, with a question that will give them a chance to show me some higher level thinking, in a open forum, but also in a formal way.

I love blogging myself, but as with all other good intentions, don't make time for myself to sit down and blog.  I would love to have all students in all Math classes to at least once a week , open their blogs and to reflect on the learning that happened in Math for the week, their "struggles" and how they've overcame these struggles...WOULD THAT NOT BE GREAT???

Let's put that out there for a GOAL for 2020!!

For now: I am going to start a MFC year 13 class blog, and I am taking baby steps with them.

What is MFC...the new buzz word in the mathematics faculty at BOIC

So what does MFC stand for?? It is the acronym for Mathematical Financial Capability. My intention with this is to have a back-up plan for some of our mathematics students or actually anyone else, that wants to learn about it, on line and up and ready to go for end of August 2019. Some of my students have reached a "ceiling" in their mathematical learning, some of them want to learn about something useful that they can use in life, apart from all the other wonderful topics in our mathematics syllabus. This is my effort to bring more FUN and ENJOYMENT into the class.


So what is financial capability? What does it look like in BOIC? (Here is the class link to the different levels. You need to click on the F and then open the correct year level . The first topic for all the year groups are : budget.

The whole idea with this new branch of Mathematics, is to make the learning about the MFC, as much fun as possible, and hands on, where students learn through practice. I've decided to use the programs from YOUNG ENTERPRISES . It also opens up a new "world" inside the math class, and also opens it up for those students who think they can not do math! I would like to say thank you to Young Enterprises for opening up this world to me and my students.

I started off with the year 13's, who decided that most of them had 18 credits for math, and in stead of doing an external, which they were not interested in, they want to learn about finances and have something to put in their kete by the end of the year. I started them off by talking about financial goals, then learning about SMART goals and now focusing on budgeting.




We had loads of fun, when I shared the year 11 BUDGET slide show that I made with them, because they haven't been taught the year 11 and year 12 budgeting topics. So, instead of me reading through the slideshow with them, I made them choose a number, and they then had to present this slide's info to us in class.  I chose number 1, which is the heading of the topic. Click here for the video that I made of the first slide.

Mondays in the winterless North

Today my aim is to get ONE of my senior classes to start on their blogging journey.


We live in a DIGITAL savvy era! Ask yourself the question:

What are my next steps?

Probably most of you had the answer about either getting your year 13 and then a job.  Now today we are opening the door to getting yourself a "digital" footprint and online identity that you can share with those people who are in the next part of your "career pathway". You need to have some proof of who you are, what you do, what you believe in?

I am hoping to start you off today on a blogging journey:
Some about me blog posts as suggestions:
Nickname
what I love
what I believe in
Likes/interests
favourite subjects
purpose of your blog
This is the link to our school's blog site.

If I was an employer and I had shortlisted 2 people for possible employment, and one of them had a blog that I could read, I would possibly go for the person with the "on-line" identity, as I could read about who he/she is and learn more about this person, than the one without the online identity.  This is not a face book profile, this is all about a professional identity.  It should be positive.
https://www.wikihow.com/Be-a-Professional-Blogger

We are trying this as a Level 2 class (group 2)
Maybe your first question after answering: who am I.... should be:

Where am I off to next. Is it Level 3, is it a job, is it after school studies??
Then  this should be the focus of your new blog!!

You can always edit a bad page. You can’t edit a blank page.”

― Jodi Picoult

I am camping in the RAIN...just camping in the RAIN...what a glorious feeling...

On our way with our year 9 to go camping at Matauri Bay for 3 days.
It is raining non-stop: CHALLENGE: Put up your tents and stay dry!
Watch this space!!

Pygmalion Effect....and the POPE

POPE = the Power of Positive Expectations

This is just a proof that students live up to the expectations that teachers set for them.
Some Food for thought!!
I am "getting ready" to set my inquiry goals for 2019, and thinking to do this around the achieving of the numeracy credits for year 11 high priority learners.  I hate it when someone hangs a lable around another person's neck saying: You can't do this. And we are our own worst enemies, by putting this lable around our necks ourselves. Whether you are doing it, because you believed someone else when they told you so, or whatever the reason...I want to use 2019 to seek ways in which I will remove that lable.



On my first day in the year 11 class,  next year, we will do the following:
1. Assign a number (starting at 1 ) to each letter of the alphabet. A=1, B= 2, C= 3.....Z=26. Each letter has a % score, for example a = 1%, B= 2%...
2. Now write down your name and determine your score.
example:  Mina = 13 + 9 + 14 + 1 = 37 %
3. Determine the score for:
LUCK
MONEY
KNOWLEDGE
CLEVER
HARD WORK
ATTITUDE
4. Attitude spells 100%...in this class it is all about your ATTITUDE. Let's get that right before we start the year.

Friday Faculty Self review day

Today we are going to sit down and do our self review. We will be discussing a few things.
One of the things on my to do list is:
What is learning to learn and how will we incorporate it into our Mathematics Faculty.

I am going to share the following video with the teachers, and then illustrate a typical learning to learn environment by asking them to make me a slideshow/infographic of what "learning to learn" is.
I've already made mine, and then we will sit together and make a slideshow of :
What learning to learn will look like in the Bay of Islands College Mathematics Classes.





Guy Claxton: Learning to learn from Ministry of Education on Vimeo.

Give me an A....for ALGEBRA

Ooooh the Joys of teaching ALGEBRA to the year 9's. They always ask me: WHAT is Algebra and WHY do we need to learn it?
So yesterday instead of the normal way of doing it, I decided to start with that question and to give them a challenge:

• Google: What is Algebra
• Watch a few videos (find the BEST one, don't just watch one)
• Then challenge:

Make either a video OR blog about it OR write about it OR infographic, telling me: in your own words WHAT ALGEBRA IS.

the best one: will win a pizza just for yourself, you can tell me which pizza you like.

whaea Mina "

And they enjoyed it. Some of them made videos, some made slideshows and some made posters. I am sharing a few of their "answers". The best thing about it: They were so excited, and actually enjoyed their first experience of Algebra this year. What I also loved about this method, is that all the boys were done first, they used humour in their presentations, and they had the option to leave 15 minutes earlier to go to a music talent show of the other class, and they opted out, to stay and finish their work...

Rian's work Xavier's work Esicca's work

Mahuta's work Alisi's work Waimarie's work

Zhyon's work Hemana's work Maia's work

integers ROCK

Here is a link to me and my year 9 's doing integer rules.

This is how we learn integers and remember our rules for:
adding (row row row the boat)
multiply/divide ( I love rock and roll)

They also shared their learning with me. Some made wall posters and some made slide shows. Some of them sang the songs, and some made info-graphics.

I just love rock and roll...and my job!! I've shared a link to some of the students' learning ...enjoy!!

Waimarie's learning.

Alisi's learning.

Maia's learning.

Paytyn's learning.

Brooke's learning.

Te Rere and Tanisha's learning.

Essica's learning.

Tahnellah's learning.

Some hand-drawn posters, for the guys who did not have chrome books.
photo 1
photo 2

This is why I love every second of my rewarding job!!  Mathematics is indeed a performing art, and some days, just some days, I can be the rock star...playing my air-guitar and making my moves...

Tuesday PD with Kerry

This is the slideshow that our learning was based on today.


Reflective Questions:
How are you going on your visible teaching and learning journey?
I love this, and I am extremely excited about this. At this stage I am still in LEARN CREATE SHARE, and in a linear model, and would love to use this as a cycle. Students need to get over the "I don't want to share" attitude, into that it is a safe place to share.
What's working well?
The students need to know "how it works" and the processes in our class...what does sharing look like in our class?
What gaps do you have?
I still have gaps in the sharing part of the work; for example: some students are still sharing their learning with emails in stead of in the folder.  We need to work together as a staff, maybe a good idea to spend a week as a whole school in making our students "cyber-smart".
What help would you like?
For me it is important to know that the whole staff speak "with the same mouth", in other words. Have that first week, where we show students how to  use chromebooks, how to save work, how to share work, etc.  We can sit down as a staff, and see where the gaps are, that we can "fill" at this first week of digital training. Maybe, the staff can also be part of this initial training, so we all work in the same way/ and "speak the same lingo".
My next steps:
To make sure that I know how/where the students share/save their work. How to get them all to do it the same way. How to get students to blog every lesson to reflect on their learning. To encourage students to use the different ways to creatively share their learning.Every day's lesson on the daily planner will be in the 3 parts: L, C and S.
As I've said before:  We (all the staff) need to speak the L, C and S language, in order to get all our students working in this way.....UNITED WE SHALL STAND.
LLISTEN TO THIS VIDEO

TOD Monday 19 November 2018

To have TOD (teacher only day ) with loads of PLD at the end of the year ....

First thought: Really??
Second thought:  Okay, just one more thing on the growing list of things to do before the last day of this term.

I truly feel like this lady in the yellow dress.
The optimist in me:  Yay, another opportunity to learn something new
New challenge:  Practice this before I forget.

Today :
1. I've helped others how to learn, using a blog
2. I've helped others to make a new site
3. I've created my own professional site
4.  I've learnt more about:  learn to learn

I've copied Zorina's slideshow and made Zorina a screencastify (without sound) on how to embed the slideshow into her blog.

This slideshow shows my learning for the Learning how to Learn theory part of the day.

Monday....early morning blessings

I open my email to this:

Kia ora Mina
Just to say Thank you for all the work you do to support me, Chase and the students in our Junior and Senior math classes that we take. The websites you have created for them are fantastic. They use them so easily. In fact, if I need to know anything about the site, I find it easier to watch them navigate. Your screen castify’s are clear and to the point. I love your music choices, the supporting videos and the work you create for them. I watched Liam stop, think, replay and then mahi. The girls (Tahurimai and Haylen) often have 2 screens up (1 work and 1 usually not related). I monitor this using Veyonmaster. In this senior class they’re not likely to interface with us so I initiate engagement, as opposed to the juniors. It is quite the opposite and engagement levels with us is moderate (diff level of understanding I reckon). 
Anyways, well done. You’ve invested much time into this. Knowing your subject and the progressions of learning in the different areas of maths is huge and you do this so well. They do miss out on the vibrant, passionate presentations you deliver so well, but u can’t have everything. Thanks for all you do for our students in maths. Fantastic
Mama T to Mamafrika!

Tiere Maoate
Staff
BOIC


and then whilst busy preparing my classroom for the year 9 "attack", in walks one of my colleagues with a grapefruit (she overheard me saying on Friday that it is my FAVORITE favorite fruit)..with "there were only 3 left on my sister's tree, and I brought you ONE..."....when she walked away, I had tears streaming down my face...what a kind gesture...

and then, walk into the staff workroom, and at my work station: a whole bag of grapefruit!! from another caring colleague!!
WOW, indeed "early Monday blessings!!"
Thanks to all my friends, who are my BAY of ISLANDS COLLEGE  whanau!! 

quote for the day:

Live every moment
Laugh every day
Love beyond words
and
Leave a legacy.

Appraisal workshop: Monday 29 October in Whangarei

Monday 29 October

Whangarei:

Being an appraiser in an appraised driven world
Good way to start the week. Appraisal workshop in Whangarei led by Richard Watkinson of Evaluation Associates.

Notes:


Appraisal conceptual framework:
Learners are at the centre. Must be a teacher led appraisal. Every teacher should be in control of leading their own appraisal., with strong enquiry focus.
All 6 standards must be met annually.
Evidence of observations are needed. Gather student voice as well. Ask them during the lesson. Observer can observe the engagement.

Observations are really good. See how students are going/ engaging. Good plan for the teacher to video themselves, and the students.
The teacher can also then reflect about/on this video.


Evaluative Capability:

Appraisal is an evaluative process.

Do all appraisers have a clear understanding of what GOOD teaching/good practise is….what does good practise look like in our school?


Assessment of learning:


1. Describe what good looks like


2. Develop indicators (work with colleagues) to shape full understanding of "good"


3. Ask Q: "how does my practise enact each of the Standards for the Teaching Profession?"


4. Determine the perspectives/source of evidence to answer this Q.


5.Use suitable processes to gather this question.


6. Evaluate the evidence and what it tell about my practise.


7. Use the evidence to examine whether there is a significant gap between my practise and "good"


8. Answer the evaluative Q by reaching a reasoned conclusion and decide on the next STEPS.


What do effective appraisers do?


1. Focus on student learning


2. Focus on teaching and learning as enquiry


3. Ensure collection of evidence endures over time


4. Provide ongoing quality conversations over time


5. Recognise that the process is led by the person being appraised.


This ensures that the teacher meets the STANDARD.

Watch these videos:

conversations about practise video:

awkward appraisal video:


The importance of Open to learning (OTL) Conversations:

difficult conversations = awkward and can be confronting.

What strategies do u use?

1. Model good practice

2. Give lots of hints

3. Be direct

- tell how it should be

-:tell them the expectations

4.Ask lots of Q's

5. Tell lots of positives and sneak in area 2 improve.

6. Put it in writing...have opportunity to go away and think about it

7. Totally avoid the issue - have a nice chat instead

4 key OTL CONCEPTS

1. Everyone has theories...to effect real change..engage with beliefs

2. We have espoused theories (how we think we act) and theories in use..how we actually act.

3.there is often a tension between progressing the issue and maintaining the relationship.

4. Everyone has a ladder of inference..it makes sense to them

 Ladder of inference

Talking about the ladder of inference

Be open, honest and respectful. Share what u think, the reasoning, see what the other person thinks...check in.

Effective discussions:

Establish clear purpose

Share your thinking

Share your reasoning

Check in..enquire into others view

Evaluate views

Co-construct POA

Open to learning

What is open learning

Suggestion:

The Our Codes, Our Standards Quality Practise Template

Put this template up on staff room wall.

Column 3: WHAT DOES IT LOOK LIKE IN OUR SCHOOL?

Column 4: WHAT IS THE EVIDENCE OF THIS IN OUR SCHOOL?

Staff/whole school complete. This will lead to teachers asking the question:

"do I engage in this practise?, What evidence support this practise?" And if the answer to this question is NO, then it can be the "work-on's" for goal setting if it is not happening.

What does appraisal without the arinui tool  look like?

1. Must have evidence of improving

2. Goal settings

3. Evidence of goal(s) = achieving

4. Evidence of students' achievements.

5. Evidence of at least 2 observations.

6. Evidence of more than 1 source.

7. Thinking/looking at time (not only before the end of appraisal, but throughout the year/cycle)

STANDARDS→evidence ↤ PRACTISE

The evidence is the tool to connect the STANDARDS with the teachers' PRACTISE.

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