Fundamentals of AI in Education

I’m so excited to have completed the Fundamentals of AI in Education (Micro-credential) course with Craig Hansen and to be one of the first certified AI educators in New Zealand! 

The course was an inspiring experience, packed with practical strategies and real-world ideas for using AI in the classroom and beyond. I learned so much about integrating AI into lesson planning, assessment, personalising learning for students and addressing the ethical questions that come with these tools. I’m already putting this knowledge to work by using AI to boost student engagement, provide targeted feedback, analyse data and choose the best approaches for specific learning needs. 

The possibilities and practical applications are endless! 

Algorithmic Thinking in Maths and Life: Integrated Resource

Algorithmic thinking is now a key focus in the new maths curriculum for Algebra. When thinking of algorithms, many people might imagine vertical algorithms - the structured approach to vertical addition and subtraction. However, algorithmic thinking extends much further, enabling students to break down complex problems, recognise patterns, and apply logical solutions in both mathematics and real-life situations.

To support teachers and encourage an integrated approach to maths, I’ve adapted the "Connected 2018 L2" text "Amazing Algorithms" into this ready-to-use slide deck, complete with:

activating prior knowledge questions

learning intentions (WALT) and Success Criteria, 

comprehension questions, 

a CLOZE activity for assessing understanding,

a creative follow-up task to engage students 

extra resources (SplashLearn and Tynker)

Amazing Algorithms

Manaiakalani Share Staff Meeting (Maths, Y7-10)

I’d like to share some highlights and points of concern from the recent Manaiakalani Share Meeting, where I had the opportunity to facilitate discussions with Year 7-10 teachers about our maths teaching practices. Our sessions were rich with personal insights and shared challenges as we talked about our tamariki and their learning in maths. It was truly inspiring to witness the dedication and passion our Manaiakalani teachers bring to their work! 

We all agreed that improvements in the maths curriculum are needed to better support our students - something that seems to be a common theme in education globally:) We discussed the new curriculum approach announced by the government last week, which draws from Singaporean and Australian models. We all felt that while these international approaches have their strengths, there is genuine concern about maintaining the focus on 'maths in authentic contexts' and understanding each learner’s unique needs.

We also discussed the idea of using workbooks to improve maths outcomes and agreed that workbooks can be a valuable tool. However, we also believe they are just one piece of the puzzle. Our goal as educators is to create engaging and context-rich learning experiences that truly resonate with our students. Some teachers from DMIC schools noted that integrating more structure and direct instruction with their rich problem-solving approach could be beneficial but no one wants 'drilling' and a lack of creativity in maths. At the MPI (Maths Practice Intensive), we promote a balanced approach: three days of ‘structured’ targeted teaching, followed by a day of ‘rich tasks’ or investigations, and ending the week with conferencing and/or workshops. We’re already receiving positive feedback from our participants and their mentors.

As we await the release of the new curriculum next week, I’m staying optimistic and hopeful for positive change. I believe we will continue to collaborate and ensure our maths programmes remain both effective and meaningful for our learners.

Matariki Maths: Connecting Culture and Curriculum

Matariki is coming! This special time of year is not only about cultural celebrations but also offers an incredible opportunity to weave Maths into teaching and learning. From exploring symmetrical patterns in Māori art to analysing data related to Matariki traditions, we can engage our students in a fun and meaningful learning experience. So, let's embrace the spirit of Matariki and embark on an exciting journey of integrated maths learning!

Here is a LINK to some great Matariki lessons on nzmaths. These lessons cover Levels 1-4 of the current NZC and provide numerous ideas for cross-strand and integrated units. Last year, the teachers' feedback on implementing these resources was very positive, so I've decided to share more for this year's learning

I highly recommend exploring these resources, as they contain excellent lessons and ideas for teaching and learning various maths concepts and skills in a relevant and practical context.

As a teaser, feel free to explore the three ready-to-use lesson slide decks below (click on the image to access). For more ideas and variety, please follow the nzmaths link.

Manaiakalani Mathematics Practice Intensive (MPI)

The inaugural MPI Cohort 1 kicked off at the beginning of this term. We had two productive and intensive days full of learning, reflections and 'aha' moments.
Sign up for the MPI 2025,  as spots are filling up quickly. 

We have a diverse range of participants in the program, each finding their own areas to enhance their teaching of mathematics... Check out their blogs

"...This is exactly why I wanted to go on MPI. My strengths are in my content knowledge, as well as my own mathematics ability. However I needed to know how to strengthen my own understanding of current pedagogy, and in turn, hopefully, this will help with my planning of maths."

...how to use the PAT maths data to inform the next learning steps for the learners. This will be very useful for us as it is clear and easy to understand what the next steps are for the students. We will be able to use these and offer them in our workshops to extend and progress learning."

"One of my big take-aways is the fact that I am being delivered all of this research based material and I can pick and choose as to what will suit me and my class at this point.  Speaking of which, how fantastic do these slides look?  I am very keen to be working towards my planning for my students to be as enticing and interesting as the examples that we are having shared with us."

 

Thinking of my TAI 2024: Focusing on Mathematics!

I will continue to improve my teaching practice and support other teachers in enhancing their teaching of mathematics. While participating in the pilot MPI, my main inquiry focus will remain on developing teacher pedagogical and content knowledge to ensure the effectiveness of their maths programmes. Additionally, I aim to promote critical thinking in both students and educators to achieve the best outcomes.

Here is the Causal Chain that I developed last year and am continuing to implement this year. It helps keep me on track and has received positive feedback from my COL colleagues and leaders.

Insights from the initial MPI Pilot Sessions

I'm excited to share some snippets of the new Maths Practice Intensive (MPI) that we're piloting this term and that will be launched for the first cohort from term 2.

Day #1. We began by looking at the pillars of practice - the integral components of the effective maths programme. 

We also highlighted the importance of fostering a positive learning environment for maths, nurturing creativity and integrating cross-curricular opportunities for real-life application. Exploring the concept of teachers seeing themselves as mathematicians, we recognised that this perspective can lead to a transformative shift in our approach to designing our maths programmes and opening the door to a more dynamic and engaging teaching style. This shift can instil confidence in both teachers and students, promoting the belief that everyone has the potential to excel in maths.

Day #2. We explored a range of formal and informal assessments to fully understand the available tools and practical implementation of Assessment for Learning (AFL). We practised analysing PAT and e-asttle data and engaged in coaching conversations about how to use this data wisely. The emphasis on sharing assessment data with students and incorporating self-assessment tools in our teaching was also discussed. The program encourages us to reflect on how often we allow and prompt students to reflect on their learning and whether we are tapping into their self-driven learning potential (student empowerment).

Day #3 was all about practical aspects: long and short-term overviews, timetabling, flexible grouping, lesson planning, and organising for group discussions (group talk). It was great to give it a go and solve a 'low floor high ceiling' problem ourselves in breakout spaces, followed by sharing with the big group. This activity will be useful for teachers' learning as it encourages thinking about their own mathematical knowledge, ideas, gaps, next steps, and resources they might need for the lesson, etc. I loved that Fiona used Talk moves with us, letting us experience how our learners would feel and behave; "revoicing" definitely made me refocus on the group conversation. Another practical aspect of the programme is "gifting" well-designed and pre-planned task boards ready to be used in class. Finally, we shared some resources for independent activities that might enhance students' learning experiences and help develop fluency.

To conclude, I'd like to emphasise that every part of the programme is designed with robust evidence in mind and backed up by research. Throughout the programme, teachers will be referred to relevant readings to deepen their pedagogical knowledge and better understand why the offered approach is effective.