{"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 wp-block-paragraph\"><strong>???????? PRIMARY SCHOOL<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Maths Smart Goals applicable to ALL Staff at ???? PS regardless of year level:<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"> (not in hierarchical order)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>1. Make all lessons in maths engaging for the students<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><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 class=\"wp-block-paragraph\"><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 class=\"wp-block-paragraph\">[This is crucial in empowering students in maths and facilitates your requests to have children write and<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">talk about they found out in maths.]<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>4. Be &#8216;Mobile for Maths&#8217;; &#8211; provide immediate feedback<\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[As a teacher be amongst your children, this way you can teach explicitly AND provide the immediate<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">feedback so central to improving student learning outcomes.]<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>5. Have high expectations of your students in maths<\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[Children are highly capable at reasoning\/thinking mathematically &#8211; expect it of them. The clear<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">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 class=\"wp-block-paragraph\">&#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 class=\"wp-block-paragraph\">lower grades &#8211; they are little &#8211; and\/but highly capable.]<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>6. Plan sensibly and effectively<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><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 class=\"wp-block-paragraph\">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 class=\"wp-block-paragraph\">practicable and being aware of content areas of maths that can be integrated such as time and fractions<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">and 3D objects and volume\/capacity.]<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><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 class=\"wp-block-paragraph\"><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 class=\"wp-block-paragraph\">[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":[],"aioseo_head":"\n\t\t<!-- All in One SEO 4.9.9 - aioseo.com -->\n\t<meta name=\"description\" content=\"???????? 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. 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