multiplicative thinking…

A bit of professional knowledge can go a long way, particularly when beginning to think about multiplicative thinking. I have seen a little of what has been coming from the photocopier, so I am guessing it is part of planning for a number of Year level teams.

While I go to Clarke and Sullivan for fractions, Dianne Siemon is the person to deepen your practical knowledge for multiplicative thinking…along with a dose of Booker. (Do the other authors of the book get peeved with such casual reference to one of the four authors?)

Not unusually our own Department website has links to help you as well.

Below are the links to help you on your way!

Dianne Siemon first, you have probably seen these but you really should start with these two resources that complement each other.

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Of course it helps to design some useful pre testing, the Department has a link to tools to use to identify common misunderstandings.

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This text link takes you to further links for other Levels.

Here are the individual links for the Level 3 tools: Countable Units tool, Additive Strategies tool, Sharing tool, Array and Regions tool, Cartesian Product tool and Proportional Reasoning tool.

Finally here is The Learning and Assessment Framework for Multiplicative Thinking. This document describes key characteristics that link to teaching implications and a vast array of resources.

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student portfolios…

It is no secret that I am passionate about student learning portfolios. Setting and reflecting on goals, showcasing learning with audio, video, images and text and then sharing with an audience is a brilliant way to develop a blog.

If you are still coming to grips with this, here is a post from CommonSense Graphite that might help you crystallise your thoughts.

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Why don’t you have a look at Leon promoting his next project, Milly reflecting on a phys ed session or Scott’s, Doctor Who project.

bookbook challenge…

Well, we certainly know more together. Fifty-one connections to a high quality classroom were identified from the ‘bookbook’ video!

You may have noticed there was at least one person in the wrong age group. Mmm!

Our most experienced group showed that their depth of knowledge of what happens in a high quality classroom was exemplary, even if they repeated themselves occasionally. The Under 30’s and In the 40’s identified a range of teaching techniques, planning and content factors. However it was The 31 – 40 team, though, that matched the other teams for ideas but in a killer blow identified engaging and authentic challenge using a transdisciplinary focus as their most important factor. 

Below is a word cloud that displays your combined efforts.

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