I look forward to the two research lessons at Bina Bangsa School in Jakarta.

I will also do a plenary with he primary teachers on planning and teaching a problem-solving lesson. We will look at the entire process where I will model for colleagues in the primary the entire process of planning and teaching such a lesson. I hope to also draw from examples taken from the research lesson.

# Mathematics Teacher Education: Singapore Approach

This blog is about teacher professional development courses that I conduct in Singapore and other countries.

## Saturday, January 31, 2015

## Friday, January 30, 2015

### Jan 30 | Manila

Presentation Slides | Here

Link to Example of Performance Assessment Item Here

We open the second day with Pedagogies of Singapore Math with a focus on assessment. The key question is how to strengthen Filipino students' ability in problem solving and critical thinking.

Changing a System

- standards

- assessment

- leaders

- professional development

Pedagogical Tools

- model

- scaffold

- let go

- explain

Theories

- Bruner

- Piaget

- Vygotsky

- Skemp

- Dienes

## Sunday, January 25, 2015

### Jan 26.27.28 | Manchester

Over three days we discussed different aspects of key topics. the slides can be found in the relevant sections.

Slides for Whole Numbers Here

Slides for Fractions Here

Slides for Model Method Here

Slides for Whole Numbers Here

Slides for Fractions Here

Slides for Model Method Here

Slides for Other Topics

Summary for Day 1

We saw lessons to develop concepts like concept of equal parts and making tens as well as renaming 300 for 300-179. We also saw the concepts of partial products and partial quotients.

We focused on lesson structure and saw one entire lesson from anchor task to independent practice.

We considered the framework for teaching to mastery. And learnt about the five key theories - Piaget, Bruner, Skemp, Vygotsky and Dienes.

Summary for Day 1

We saw lessons to develop concepts like concept of equal parts and making tens as well as renaming 300 for 300-179. We also saw the concepts of partial products and partial quotients.

We focused on lesson structure and saw one entire lesson from anchor task to independent practice.

We considered the framework for teaching to mastery. And learnt about the five key theories - Piaget, Bruner, Skemp, Vygotsky and Dienes.

Summary for Day 2

We did mostly fractions and reviewed whole numbers and did further work on model method. Differentiation for advanced learners was also discussed.

Summary for Day 3

Discussion on differentiation for struggling learners kicked the day off. We did challenging word problems using bar model as well as a lesson on symmetry and area.

## Tuesday, January 20, 2015

### Jan 21.22.23 | London

Professional Development for Year 1 Teachers in Textbook Project by NCETM and organized by Maths - No Problem!

The three days are organized around the three themes Teach Assess Differentiate (TAD)

Day 1 | Teach - Slides Here

During reflection at the end if the day, participants surfaced Teaching to Mastery Framework - exploring, structuring, journaling, reflecting, practising. They also reminded each other of the Big Five Theoretical underpinnings of teaching well Bruner, Piaget, Dienes, Vygotsky and Skemp. And the Three Core Competencies in mathematics learning visualization, generalization, number sense which were demonstrated but not yet articulated in Day 1.

During reflection at the end if the day, participants surfaced Teaching to Mastery Framework - exploring, structuring, journaling, reflecting, practising. They also reminded each other of the Big Five Theoretical underpinnings of teaching well Bruner, Piaget, Dienes, Vygotsky and Skemp. And the Three Core Competencies in mathematics learning visualization, generalization, number sense which were demonstrated but not yet articulated in Day 1.

Day 2 | Assess - Slides Here

We looked at formative assessment (three-level rubric) as well as specific tools such as Newman Framework as well as Framework to Assess Advanced Ability in Maths. We concluded the day with a look into the Summative Assessment Framework for Key Stage 1 - compute, apply and in context.

We looked at formative assessment (three-level rubric) as well as specific tools such as Newman Framework as well as Framework to Assess Advanced Ability in Maths. We concluded the day with a look into the Summative Assessment Framework for Key Stage 1 - compute, apply and in context.

Day 3 | Differentiate - Slides Here

We learnt some strategies to support struggling learners ...

1. Use concrete and visuals (Bruner) and to contextualize children's learning.

2. Use collaborative structures to promote talk and provide opportunities to see others' ways of thinking.

3. Use scaffolding questions (model, scaffold, let go)

4. Provide ample processing time (anchor tasks)

Also advanced learners ...

1. Reverse the task

2. Write a story

3. Think of an original way

4. Explain

5. Writes note to a friend or help a friend

We learnt some strategies to support struggling learners ...

1. Use concrete and visuals (Bruner) and to contextualize children's learning.

2. Use collaborative structures to promote talk and provide opportunities to see others' ways of thinking.

3. Use scaffolding questions (model, scaffold, let go)

4. Provide ample processing time (anchor tasks)

Also advanced learners ...

1. Reverse the task

2. Write a story

3. Think of an original way

4. Explain

5. Writes note to a friend or help a friend

Close to 90 participants from schools connected to the Maths Hub from around England is attending the event.

## Friday, January 16, 2015

### Cardinal, Ordinal or Nominal

These are additional notes for Davao Seminar. I will also make some reference to this for London Workshop for Year 1 teachers ...Place value is relevant only when numbers are used as cardinal numbers. On this signboard 15 is used as an ordinal number. To use ordinal numbers, ones needs to be able to do rote counting. You can use ordinal number even though you cannot do rational counting.

In TG402, the number is used as a nominal number, as a name. Together with the letters, the number identifies a flight - it's the name if the flight. You don't need to be able to do rote or rational counting to be able to use nominal numbers. You need to know the name of digits though. And you say the number by uttering the digits - four zero two - not four hundred two or four hundred and two (as we do in Singapore).

These are PCK for teachers. Teachers do not teach children these technical terms but model correct usage of numbers. And PCK help us assess accurately.

## Saturday, January 10, 2015

### January 10 | Davao

Slides for Early Mathematics Session | Slides Here

Slides for Problem Solving and Critical Thinking Session | Slides Here

There seems to be some concerns among teachers about the KPUK Levels introduced by DepEd of The Philippines.

Let me help clarify (disclaimer - I am not an expert in this as I do not work in that system. this is based on my understanding of assessment and facts I gleaned from various sources.)

According to this assessment framework learning outcomes can be assessed at the following levels

Knowledge

Process

Understanding

Product or Performance

The key thing for Filipino teachers to do is to read the definitions of these terms.

Knowledge - facts and information acquired

Process - cognitive operations that student performs on facts and information for the purpose of constructing understandings

Understanding - enduring big ideas, principles, generalizations inherent in the discipline

Product or Performance - real-life applications of understanding as evidenced by student's performance of authentic tasks

These are important things in the learning of mathematics and there was a question during the conference if Singapore textbooks pay attention to these. Answer - Yes. Our education system emphasises thinking, problem solving, and real-world application. Applied learning is important and has been recently been surfaced for further emphasis by the minister of education.

Slides for Problem Solving and Critical Thinking Session | Slides Here

There seems to be some concerns among teachers about the KPUK Levels introduced by DepEd of The Philippines.

Let me help clarify (disclaimer - I am not an expert in this as I do not work in that system. this is based on my understanding of assessment and facts I gleaned from various sources.)

According to this assessment framework learning outcomes can be assessed at the following levels

Knowledge

Process

Understanding

Product or Performance

The key thing for Filipino teachers to do is to read the definitions of these terms.

Knowledge - facts and information acquired

Process - cognitive operations that student performs on facts and information for the purpose of constructing understandings

Understanding - enduring big ideas, principles, generalizations inherent in the discipline

Product or Performance - real-life applications of understanding as evidenced by student's performance of authentic tasks

These are important things in the learning of mathematics and there was a question during the conference if Singapore textbooks pay attention to these. Answer - Yes. Our education system emphasises thinking, problem solving, and real-world application. Applied learning is important and has been recently been surfaced for further emphasis by the minister of education.

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## Sunday, December 21, 2014

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