collaborative planning with Kia Toa

• Teach in ways that ensure all learners are making sufficient progress, monitor the extent and pace of learning, focusing on equity and excellence for all.
• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
• Engage in reciprocal, collaborative, learning-focused relationships with: 
  • learners, family, and whānau
  • teaching colleagues, support staff, and other professionals
  • agencies, groups, and individuals in the community.

Our 2nd session of PD with DMIC made more sense to me and also helped me realise the benefits of using precious learning time of maths with developing mathematical inquiry communities.

1. Why develop math inquiry communities?
2. Exploring and challenging our beliefs, values, pedagogy and practices.
3. What is DMIC?
4. What are mathematical practices?
5. What does a DMIC lesson look/ sound like?
6. How do we teach mathematical practices?
7. How do we write culturally responsive problems?
8. Where do I begin the DMIC journey?

Collaborative planning makes team planning for maths lessons so much better. It means as a team we can share responsibility of planning learning for our tamariki. We can brainstorm anticipating what strategies the students might use. Collaborating helps us plan next steps, help the students out of any learning dips, discuss what is going on inside each class. Fabulous

                                                               

Me and my group was working on an maths time problem.  There were so much Maths to work out. When we had finished working it out in our group we had to get up write our work up on whiteboard.  What I found challenging in this time problem was when I had to explain how we got it and what we did. I had the best maths session. 😇

Every child needs a champion!

• Understand and acknowledge the histories, heritages, languages, and cultures of partners to Te Tiriti o Waitangi.

• Foster trust, respect, and cooperation with and among learners so that they experience an environment in which it is safe to take risks.

Human connections and relationships.
I have working on this a lot recently.
I have been working on speaking less, speak nicely, and focus on the positives.
I can do better!

https://www.thepositiveencourager.global/rita-f-pierson-every-child-needs-a-champion-video/