Book: Developing Young Writers in the Classroom – I’ve got something to say
Gail Loane is an Educational Consultant based in New Zealand. Sally Muir has been a successful teacher of writing and now writes for other teachers.
Report: Enhanced teaching and learning of comprehension in Years 5–8: Otara schools
Stuart McNaughton, Mei Kuin Lai, Meaola Amituanai-Toloa, and Sasha Farry http://www.tlri.org.nz/sites/default/files/projects/9220_summaryreport_0.pdf baseline ‘profiles’ of achievement… low decoding levels were generally not a problem; rather, problems included low rates of checking and detecting threats to meaning in paragraph comprehension, and the size and knowledge of vocabulary, which we predicted were posing difficulties in reading comprehension. An unpredicted finding was that while…
Book: Elementary and middle school mathematics : teaching developmentally
Van de Walle, J. A., Brown, E. T., Karp, K., Wray, J. A., & Bay-Williams, J. M. (2019).Elementary and middle school mathematics : teaching developmentally (Tenth edition). Pearson. Chapter 3: Teaching through problem solving (pp. 54-80) EIGHT MATHEMATICAL TEACHING PRACTICES THAT SUPPORT STUDENT LEARNING. Pg 60 Invites creativity Students enjoy the creative process of problem solving, searching forpatterns, and showing how they…
Report: The Literacy of Mathematics
PETAA – Primary English Teaching Association Australia Pg 2 The basis of representational theory in mathematics education is that mathematics consists of abstract ideas, so we must create representations in order to access and work with these ideas (Goldin & Kaput, 1996). ‘Representational fluency’ in mathematics generally refers to the flexible and adaptive use of multiple representations of the same…
Subitizing: What is it? Why teach it?
Clements, D. H. (1999). Subitizing: What is it? Why teach it? Teaching Children Mathematics, 5(7), 400-405. Subitizing is “instantly seeing how many.”/ ˈsu bɪˌtaɪz / [ soo-bi-tahyz ] Perceptual subitizing : recognizing a number without using other mathematical processes. For example, children might “see 3” without using any learned mathematical knowledge. Perceptual subitizing accounts for some surprisingabilities of infants. Perceptual subitizing also…
Report: Developing mathematical inquiry and argumentation
Hunter, R., & Anthony, G. (2010). Developing mathematical inquiry and argumentation. (pp. 197-206) Pg 198 Motivational and cognitive discourse Motivational discourse is encouraged through creating a space where students feel safe to share their response, secure that risks and mistakes are opportunities for learning not ridicule. Their contributions are valued. Cognitive discourse encourages students to think outside the rote learning,…
Book: Children’s literature: A developmental perspective
Ch 3 Genres in Children’s Literature (pp 44 – 69) Travers, Travers and Stoodt-Hill (2008) Teachers and librarians have the obligation to make children aware of all genres and to encourage them to read widely according to their level of development. p115
C&Pa Professional Relationships [1]
Achievement Objectives provide direction for the different learning areas and are specific to each discipline. Each learning area has its own set of specific Achievement Objectives and you will be engaging in each of these throughout the year to guide your planning, learning and teaching. Learning Intentions & Success Criteria The ‘intention’ was to give a strong purpose to the learning…