Mathematics and Statistics Leaders Symposium

September 2011Waipuna Conference Centre

The Effective Use of modelling Books

Adapted from the work of Lucie Cheeseman and Lisa Heap

Alison Howard

Objectives:

•To explore the purpose of the modelling book.

•To the unpack the elements of an effective modelling book.

•To provide a format for running a staff meeting on modelling books.

What is the purpose of a modelling book?

• Evidence of teaching and learning.• A record of progress and coverage.• A method of tracking formative assessment.• For students to use.• Used for goal setting and next learning steps.• Evidence for OTJ.• Explore students thinking.• Scaffolding transition between materials,

imaging and number properties.• A working document for teacher ‘noticing’.

What are the key elements?

• Learning Intention• Date• Names• Pictures, words and symbols• Knowledge check• Student voice• Formative Assessment• Next learning steps• Notes about misconceptions• OTJ

QuickTime™ and a decompressor

are needed to see this picture.

The Learning Intention:

• This does not have to be the first thing that happens.

• Most important aspect of this is that the learning intention is unpacked, discussed and explored e.g. new language or symbols explained and defined so that common understanding is achieved.

• The context or purpose of the Learning Intention should be considered and discussed. Why do we need to learn this? How can we learn this? What do we need to know before e.g. knowledge check?

Unpacking the Learning Intention:

W A L T …. subtract by going back through a tidy number.

take away, minus, - less than, fewer

A multiple of ten, tidy ten, ends with a 0. 10, 20, 30,

40, 50, 60…. Why are we

learning this?

•

Use of Pictures, Words and Symbols:

• This can be in the form of pictures and symbols and should be a part of every session regardless of the age or ability of children.

• Examples of this would be drawing or photocopying tens frames, drawing finger patterns, drawing place value materials and labelling where necessary, including recording and use of empty number lines, drawing fly flips etc.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

two bundles of ten

twenty

20

two tens

Use of Pictures, Words and Symbols:

Five QuickTime™ and a

decompressorare needed to see this picture.

5

Recording student thinking:

There are thirty two children in Room 3. If seven children have forgotten their togs today how many children can go swimming?

Lisa Patrick32 - 7 = 32 - 7 =32 - 2 = 30 - 5 = 25 32 - 2 = 30

30 - 5 = 25

Formative Assessment:• The recording of children’s contributions and

learning is one of the most important and powerful aspects of using a modelling book.

• Develop a coding system

56 - 9 56 - 650 - 3 = 47 Alix

56, 55, 54…47 Caren

Alix, Sam, Bob - PWCaren, Tim, Sione - ACAJ - AC but incorrect

Making an OTJ:

• Overall teacher judgements of achievement and progress involve combining information from a variety of sources, using a range of approaches. Evidence may be gathered through the following three ways:

Conversing with the student to find out what they know, understand and can do.

Observing the process a student uses.Gathering the results from formal

assessments, including standardised tools.

• This 'triangulation' of information increases the dependability of the OTJ.

Fact sheet 7: Overall Teacher Judgement, MOE, 2010.

Observation of ProcessEvidence gained from informal assessment opportunities:

Learning ConversationsEvidence arising from Learning Conversations:

Test OutcomesEvidence gained from assessment tools, including standardised tools:

•Focussed classroom observation•Student books and tasks•Modelling books•Student peer assessment•Gloss and IKAN

•Conferencing•Interviewing•Questioning•Explaining•Discussing

•PAT•NumPA/SEA•E-asTTle/AsTTle V4•GLoSS and IKAN

Overall Teacher

Judgement

Sources of evidence to support OTJ:

What are the implications for your school?

• What are you currently doing well?

• What aspects of the modelling book might need further development?

• How would you start or refine this process in your school?

• What further support do you need in this area?

A Professional Development Model:• Staff meeting / development to focus on the use of effective use of modelling books.

• Observation of Lead Teacher demonstrating how to use a modelling book as part of a strategy lesson.

• Discussion and feedback.• Share current practice, development and next steps.

• Possible next learning steps ……Use of modelling book as part of an OTJ.

Access Mathematics Symposium resources and links online

http://teamsolutions.wikispaces.com