Gretchen's learning

with Tim Taylor and Viv Aitkin - introduction of (at least) 4 tools. Reading -  Levels of Engagement Day 1 - we were presented with an image of a Year 2 class.  The teacher is off to the side in role as Florence Nightingale visiting the hospital at Scutari during the Crimean War for the first time.  Some students are lying on desks with class members around them  in role of doctors and nurses - all appear fully committed.  This image was taken 2 hours in to a lesson sequence The task: what was going on when FN came into that space? What do they need to know to do that? Looking backwards from the photo - back mapping/planning - what were the steps in?  What would students need to have ?  How will we shift them to the 1860s? Inductive process.  Invitation.  What will need to happen in our class to make this a meaningful experience?  We want students to learn what it was like to be in a place like Scutari and what kind of a differen...

MERGA 41 Keynote: Assoc Prof Marcy Wood - Making waves and opening spaces.   This was linked to a coastline image. waves: erosion and desposition, shaking things up.  Require open space: new possibilities, invitations, participation, creativity. inequity within maths learning spaces in NZ (as also in US). Status - who's good? we're rank ourselves, we rank others. We base this on perceptions of competence, assumption - rather than actual mathematical competence.  There can be a stereo-typical image of who is smart in maths.  Teachers need to erode stereotype and make space for everyone to be smart in maths. 'Higher status' students have more opportunities to learn - get more floor space. High status > over-particiation Low status > under-particiaption **i dentify our students who are over participating and under participating.  Consider what superpower might our over participators have that needs to be developed (e.g. listening) and ...