1. Making connections d/dx (learning)
National Workshop 2016
The heading was about trying to get more connections evident to math teachers.
Across subjects and within maths.

2. Put the statements into three groups
Question Sort
I have some idea
I don’t know
I know
Hand out sheet A to cut up and sort.
Get scissers at least ½
Hand out a sheet per tabel and they can cut and sort while all get there.
During this sesison you can move the cards. At end of session I want all questions answered.
Put the statements into three groups

3. Plan Today Making connections - d/dx (learning)
What’s on top?
Targeted actions to raise student achievement
Working smarter not harder
Finding your way around the new NZMATHS
Personal financial management standards
Today – This is the plan.

4. What’s on TOP

5. Connecting with NZQA Topics 1. Updated Conditions of Assessments
2. Moderators Newsletters
3. External Specifications
4. Assessment Support
Best Practice Workshops
Online support
In house support
5. Moderator Feedback Comment
- Have confidence, does not yet…, does not not have confidence. Meaning….
NZQA is the place to go for info.
GATI “nzqa xxxxxx”
NZQA Myths is a goodie.
NZQA

6. Moderator Comments 5. Moderator Feedback Comment
Have confidence, does not yet…, does not not have confidence. Meaning…
Time series data must have a long term trend, seasonal and randomn variation. No more than two clear different sections (two trends). Do these assessments before teaching and learning.
At Level the QUESTION must be right. If this is wrong nothing else gets looked at. Is there an inference and is it correct or same as above. Then it is about quality of justification, connection to context and communication.
If you ask a comparative question for goodness sake make a comparison.
Level 3 research is about creating knowledge for the student to andser the question sensibly . It is not about adding new knowledge to an existing body as a university research paper does.
MYTH BUSTERS

7. Connecting with Māori Learners Tātaiako PTC
This is the Practising Teacher Criteria. We have a partnership called the Treaty of Waitangi and this is for all Nzers.
Give out a book (Tātaiako) and pamphlet (PTCriteria).
p1 – Based on Ka Hikitia, it is about relations.
P3 – these are the competencies
P4/5 –Wānanga, Highlight Leader p4, learner outcomes p5
P6/7 – Whanaungatanga, Highlight ditto
P8/9 – Manaakitanga, Highlight ditto
P10/11 – Tangata Whenuatanga, High light ditto
P12/13 – Ako – Highlight ditto
P14, Connecting to Teacher Rego Criteria
With a buddy put meaning to the phrase “Māori learners achieving educational success as Māori”…not used.

8. Connecting with nzmaths
In a group
ON A3, list key ideas about Y7 to 10 Probability
2. Put in order of learning
3. Compare with the NZC progression sheet order the key ideas
e-ako progressions (p4) – overlay NZC
p32
Enter E-AKO and explore Probability.
The jumps are a progression.
Open up eako!
Notes
1. 25% of year programme is on Stats and Prob at Level 5 – 10 weeks.
2. Large sheet of paper activity for teachers to write all the probability words they can think of, and then later in day Ask, “Put these in order form Lowest to Highest Probability.
3. How you get students to understand how big a sample should be.
4. Probabilty is a clever way of solving the problem of “How many fish in the lake?” Devise an experiment or simulation.

9. Learning Progression Framework
Not rolled out but soon.
PUT LINK IN.

10. Example from LPF.
How can we use this.

11. Morning Tea