Knowledge development through COSDMBRRICS!

Kia Ora, Talofa, Malo e Lelei E tipu, e rea, mō ngā rā o tō ao; ko to ringaringa ki ngā rākau a te Pākehā hei oranga mō tō tinana; ko tō ngākau ki ngā taonga o ō tïpuna hei tikitiki mō tō māhunga. Ko tō wairua ki tō Atua, nāna nei ngā mea katoa. Grow tender shoot for the days of your world. Turn your hand to the tools of the Pākehā for the wellbeing of your body. Turn your heart to the treasures of your ancestors as a crown for your head. Give your soul unto God the author of all things.

Objectives of this Session: Consider the need for intervention programmes. Identify student needs. Introduce the elements of the COSDMBRRICS programme.

Why are some students considered ‘at risk’ and ‘cause for concern’? What does it mean to be ‘at risk’ or ‘cause for concern’? What’s the difference? How do you currently identify student needs?

Research shows: The numeracy project has shown student achievement is improving, as is the quality of teaching and learning in mathematics in New Zealand schools. However there also continues to be a large tail of underachievement.

Research shows: Results from the NDP national database for showed that at Year 6, 24% of the students achievement was ‘at risk’ or ‘cause for concern’: Year 7, 28% of the students achievement was ‘at risk’ or ‘cause for concern’: Year 8, 46% of the students achievement was ‘at risk’ or ‘cause for concern’:

Targeted Learning Group Accelerated Learning in Mathematics (ALiM) ran a range of research programmes over a number of schools in 2010 and 2011 Aim : To be numerate flexible thinkers, children need both knowledge about the structure of numbers and strategies to operate on numbers. Results, findings and resources can be found on the NZMaths website.

COSDMBRRICS COSDMBRRICS is knowledge based intensive intervention programme for a small group of students based on Targettted Learning Groups by ***. It is run every day for 15 – 30 minutes in addition to strategy teaching. The programme lasts for four weeks.

COSMDBRRICS Counting backwards and forwards: In 2’s from 24 to 48, forwards and backwards. Start at 4 and count in 10s. Count in odd numbers from and back again.

COSDMBRRICS Order numbers: Children to take digit numbers and order from smallest to largest.

COSDMBRRICS Say Read the numbers aloud either as a group or as individuals.

COSDMBRRICS Dictation 2, 3 and 4 digit numbers. Children write the numbers and words.

COSDMBRRICS Materials Make the number using a range of materials. A chance to think about Place Value.

COSDMBRRICS Basic facts Practice doubles and halves. Addition facts to 10. Subtractions facts.

COSDMBRRICS Revision Revise a strategy already taught; Near doubles strategy 10+10, 10+9, Tidy Numbers Making 10

COSDMBRRICS Revision Revision of known games Multiplication 2x Cover Up Kiwi Card Games Make 10 Bingo

COSDMBRRICS Introduce Introduce a new game (not everyday)

COSDMBRRICS Check Children to check their own list for self- assessment and next steps.

Student Self-Assessment

COSDMBRRICS Set Set homework Count backwards and forwards in 3s from Say doubles/halves to/from 20. Play a card game at home.

Knowledge Lesson Plan for “At Risk” Students Student: Example Date: Count (forwards, backwards) Order (numbers or fractions) Say Dictation (number is read orally, children write it down) Materials Basic Facts Revise: Teacher Led (knowledge / strategy) Revise known game Introduce new game (not every day) Check student chart Set homework

Watch COSDMBRRICS in action!!

Where to start? Using the knowledge assessment test, IKAN, identify those students who are ‘at risk’. Identify their learning needs.

Then… Download the Targetted Learning Plan programme and lesson plans from the Symposium website. This presentation is also available for training purposes.

Access Mathematics Symposium resources and links online