DMIC-Our Journey So Far

Starting any new journey is hard. You often feel unsure especially when you are unsure of the distantation is. 

Source:https://pixabay.com/en/ancient-stairs-staircase-fortress-577064/

As we look at the how we have started I noticed that across the school we have many of the same questions, experiences and concerns.

Things we are thinking about?
-Where to pitch the problem so that it works for all learners and extends all learners.
-How to get talking happening.
-How do we build routines for DMIC when we are developing new spaces.
-Listening to each other.
-Setting up norms of talking and setting up values of family has worked really well in years 7/8.
-They are not use to searching their thinking.

This goes against everything they are use to so there is a lot of norms changing that needs to occur.

Bobby suggest that student who are confident in mathematics may push back as they felt success in doing their work and this is a different and they may not feel as successful in this approach. While students who were less confident may feel a lot of success as they feel a part of a group.

Bobby suggest that snappy maths, launch a problem send them away bring them back share and re-launch and send them away to do another similar problem.

Social groups are who is going to work well with each other and support each other these are not always friends.

Year 4 up Setting up a lesson

-Social and strengths grouping that does not mean friends. You want to make sure learners are in group where discussion and arguments are happening. 

-Class slit in half or near half, seen on alternate days, students can be pulled in because they need more support, they have a great idea to share with a class or maybe for management reasons. 

-Grouping should be thought about really carefully. You can group all the quite kids together or group based on cultural strengths. We need to keep thinking about the groups all the time. Put the kids together who take over all together. 

-Groups of four at this level. 

-One challenging task, if a student can solve it on their own it is not challenging enough. We want children to learn that their a multiple steps in solving a problem and that at each level you are learning something new. 

-Multiple representations and recordings.  

If we take the example

There are 9 people at church and 23 more arrive. How many are there all together. 

Most children will flip that around 23+9. Some will make it 22+10. Some will then count on others will use base ten. 

By thinking carefully about this we can pull out a number of big ideas and all learners will learn. 

Lesson pattern

Years 4-8

Years 1-3

We need to talk about the norms every day. Talk about working as a family and provide examples of who family work together. Everybody sharing in the making of something together that no one persons owns it. 

In the sharing you have select someone who can extend the learners and support the big idea. 

The explicit teaching occurs during the sharing back. This happens through taking the learners ideas and lifting them up. 

When learners are doing independent work. Make it purposeful by making sure it is tired to the big ideas or pervious learning. 

-This could use a rewinding of student learning. Provide tasks that are similar to student previous problems and use videos of the first problem to support revision learning.