{"id":1041,"date":"2024-02-06T04:53:44","date_gmt":"2024-02-06T04:53:44","guid":{"rendered":"https:\/\/robvingerhoets.com.au\/maths\/?p=1041"},"modified":"2024-02-06T04:54:30","modified_gmt":"2024-02-06T04:54:30","slug":"maths-smart-goals","status":"publish","type":"post","link":"http:\/\/robvingerhoets.com.au\/maths\/2024\/02\/06\/maths-smart-goals\/","title":{"rendered":"Smart goals for Maths for Staff"},"content":{"rendered":"\n<p class=\"has-medium-font-size\"><strong>???????? PRIMARY SCHOOL<\/strong><\/p>\n\n\n\n<p><strong>Maths Smart Goals applicable to ALL Staff at ???? PS regardless of year level:<\/strong><\/p>\n\n\n\n<p> (not in hierarchical order)<\/p>\n\n\n\n<p><strong>1. Make all lessons in maths engaging for the students<\/strong><\/p>\n\n\n\n<p><strong>2. Apply the lesson structure for maths on all occasions <\/strong>&#8211;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Warm-up (5 &#8211; 20mins): engage the students<\/li>\n\n\n\n<li>Introduction (5 &#8211; 10mins): Identify and Articulate the maths to the students; outline the task; use a &#8216;kid demo&#8217; if necessary; make your expectation of the students clear to them [this IS NOT teaching time].<\/li>\n\n\n\n<li>Student activity (25 &#8211; 35mins): this where explicit teaching at the point of need occurs &#8211; be mobile for maths; work one-on-one or take small focus groups as necessary or take the whole class for a mini-lesson if warranted\/required.<\/li>\n\n\n\n<li>Share\/reflection (5 &#8211; 10mins): essential students talk and\/or write about their maths with the focus on what they found out not simply on what they did<\/li>\n<\/ul>\n\n\n\n<p><strong>3. At the beginning, during the introduction and throughout the lesson &#8211; place &#8216;key words&#8217;; on the board &#8211; with matching symbols (eg. multiply X) where possible.<\/strong><\/p>\n\n\n\n<p>[This is crucial in empowering students in maths and facilitates your requests to have children write and<\/p>\n\n\n\n<p>talk about they found out in maths.]<\/p>\n\n\n\n<p><strong>4. Be &#8216;Mobile for Maths&#8217;; &#8211; provide immediate feedback<\/strong>.<\/p>\n\n\n\n<p>[As a teacher be amongst your children, this way you can teach explicitly AND provide the immediate<\/p>\n\n\n\n<p>feedback so central to improving student learning outcomes.]<\/p>\n\n\n\n<p><strong>5. Have high expectations of your students in maths<\/strong>.<\/p>\n\n\n\n<p>[Children are highly capable at reasoning\/thinking mathematically &#8211; expect it of them. The clear<\/p>\n\n\n\n<p>implication here is that it is vital to allow the students to show you what skills\/prior knowledge they<\/p>\n\n\n\n<p>&#8216;bring to the table&#8217;, rather then tell them what you know as a teacher. This is particularly relevant in the<\/p>\n\n\n\n<p>lower grades &#8211; they are little &#8211; and\/but highly capable.]<\/p>\n\n\n\n<p><strong>6. Plan sensibly and effectively<\/strong><\/p>\n\n\n\n<p><strong><em>[sensibly<\/em><\/strong> by calculating as accurately as possible how many actual teaching days you have available in<\/p>\n\n\n\n<p>each term; <strong><em>effectively<\/em><\/strong> by allowing days for revision; integrating maths into the Inquiry unit where<\/p>\n\n\n\n<p>practicable and being aware of content areas of maths that can be integrated such as time and fractions<\/p>\n\n\n\n<p>and 3D objects and volume\/capacity.]<\/p>\n\n\n\n<p><strong>7. Develop (with other teachers at the same year level) units of work in maths that make the sensible and effective maths planning &#8216;come alive&#8217;;<\/strong><\/p>\n\n\n\n<p><strong>8. Regularly use open-ended problems and activities to cater for the range of abilities in classrooms<\/strong><\/p>\n\n\n\n<p>[these should be evident in the developed units of work as should be the lesson structure]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>???????? PRIMARY SCHOOL Maths Smart Goals applicable to ALL Staff at ???? PS regardless of year level: (not in hierarchical order) 1. Make all lessons in maths engaging for the students 2. Apply the lesson structure for maths on all occasions &#8211; 3. At the beginning, during the introduction and throughout the lesson &#8211; place [&hellip;]<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"off","_et_pb_old_content":"","_et_gb_content_width":"","_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"footnotes":""},"categories":[34],"tags":[],"class_list":["post-1041","post","type-post","status-publish","format-standard","hentry","category-article"],"aioseo_notices":[],"_links":{"self":[{"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/posts\/1041","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/comments?post=1041"}],"version-history":[{"count":3,"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/posts\/1041\/revisions"}],"predecessor-version":[{"id":1045,"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/posts\/1041\/revisions\/1045"}],"wp:attachment":[{"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/media?parent=1041"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/categories?post=1041"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/tags?post=1041"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}