Monday, 15 June 2015

Using Blooms Taxonomy to bring Higher Order Thinking to Mathematics

'Unless you try to do something beyond what you have already mastered, you will never grow. '
- Ralph Waldo Emerson

What a great idea we had from Sue Pine in our staff meeting today! Using Blooms Taxonomy to bring a deeper level of questioning to mathematics teaching is a fabulous tool to developing critical thinking. 

  1. Memory: The student recalls or memorises information
  2. Translation: The student changes information into a different symbolic form or language. 
  3. Interpretation: The student discovers relationships among facts, generalisations, definitions, values and skills.
  4. Application: The student solves a life-like problem that requires identification of the issue and selection and use of appropriate generalisations and skills.
  5. Analysis: The student solves a problem in the light of conscious knowledge of the parts of the form of thinking.
  6. Synthesising: The student solves a problem that requires original, creative thinking
  7. Evaluation: The student makes a judgement of good or bad, right or wrong, according to the standards he values.
(Taken from worksheet given at meeting, written by Jenni Way)

  When thinking along these lines, constructing questions for mathematical challenges seems very clear - life-like problems, identifying the issue, selecting appropriate strategies,  finding patterns and relationships, identifying mathematical language, evaluating one's answer.

What a useful resource to help with encouraging critical thinking. 


A Good Reminder

"Excellence is not a skill. It is an attitude."
-Ralph Maston

This week has been a good reminder of the importance of a strong foundation in teaching in the early years of education. 

A child with less than 10 recognised words, less than 5 words he can write, and unable to use almost any cues to decipher unknown words is reminding me to remember the value of attitude. 

His enthusiasm towards his learning, his enthusiasm towards new facts and new words, and his enthusiasm towards new experiences is infectious. 

May we all learn from him the value of attitude when learning!







Lino's Car!

Here is the beautiful Lino. During Reading Recovery, he created a movie reading his book. We changed the words to make it - 'Lino's Blue Car."

Enjoy!



Lino's Car from Tamaki Primary on Vimeo.

Wednesday, 3 June 2015

Art Technology - Term 2, 2015

"The practice of Art isn't to make a living. It's to make your soul grow.'
-Kurt Vonnegut

It has been so exciting working on my Art site. I am thinking of adapting it to make it more of a general technology site. Going back over past pictures reminds me of the passion it took to teach art all day! Talk about the cleaning... whew!

The art group I am working with at the moment are doing 'doodle art'. It has been so exciting to watch this particular group blossom as their skills grow. They happily sit for almost 1 1/2 hours and simply doodle. Even children who are often in trouble for their behaviour bring images that have inspired them to their art lessons to practice. It is so exciting to watch their interests take root and fly!








Such an inspirational group of children!

Monday, 1 June 2015

Watching Children Succeed!

"A child is an uncut diamond.'
-Oscar O'Malley

Today I read with a beautiful student who has been struggling with his reading for the first 2 years of his schooling. With a bit of one-to-one help, he has now skyrocketed! I feel super privileged to help him along his way, but this still serves as a reminder of taking our time with students to see how they learn, and then using this knowledge to teach them more! 

Learning through their strengths, not weaknesses. 


That Awkward Moment...

"I alone can't change the world, but I can cast a stone across the waters to create many ripples."
-Mother Theresa

I love those awkward moments where you realise that you haven't blogged in over a year! Time to get back on it!

At the moment I am in the middle of Reading Recovery training. It is my first time teaching Reading Recovery, and is also the first time in 8 years that I have worked with juniors again. It is so easy as a senior teacher to forget just how much foundation needs to be built at this earlier stage in order for the children to have steady progress throughout their schooling. With our school being so digitally focused, most of our students only have their 'junior' years to be working with the traditional 'pencil to paper. ' And yet what in important skill this is.

I continue to be inspired by my Reading Recovery students. The huge progress they make in a small length of time astonishes me! But best of all must be those 'a-ha!' moments when they learn to decipher a word without the help of a teacher.