Implementing Numicon
We have had our first formal PD for Numicon as a school which was great. Being part of the maths curriculum team I have been diving in a little sooner so I can get my head around using the equipment.
A lot of the notes from the PD are in the link below.
First things: Myself and the TAs set up a Numicon wall. I figured, let's just go all in. And as part of that Numicon area, I have allowed equipment to be out out so our tamariki can explore. It seems a bit posh and something our kids could easily lose, so I get a bit precious - but I also know, what is the point of having stuff stored away. It is there to build their progress.
And straight off, the tamariki were engaged and trying the first task which was filling the base board - and figuring out how to make that happen so stuff wouldn't over lap or go off the baseboard.
It has been interesting for me to sit back and watch because how do they engage with the equipment - what is their thinking? And I can see the possibilities. I went to a Senco cluster hui and had a talk with one of the kaiako from Huirangi who have been part of the process for quite some time. She talked me through how they do their slides, and she also said, trust the process.
I have been developing some slides based on the activity cards - although we do have the website. I think my reason for doing this is so that I can really get my head around the activities. What has been good about that is I can see where to build in other areas of maths, ie one activity card might talk about patterning, so therefore I can use some NZ Maths work around algebra to align with the activities.
To be honest, each slide and the work that it represents for the Foundations for Learning doesn't take a long time so I need to fill up our session with other maths.
Where to:
I need to check how this aligns with the curriculum
I need to figure when I transition over from the 6 months over to Year 1-2 Numicon maths
Figure our the assessments
The work in progress - I am up to slide 8. Twelve more to go.
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