Session3

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Session3

  1. 1. Day 2 Informing Active Learning in Numeracy
  2. 2. <ul><li>How did you get on? </li></ul><ul><li>What did you find out? </li></ul><ul><li>Have you already started to change you teaching? </li></ul><ul><li>Implications for MR Tracker in the classroom. </li></ul>
  3. 3. The Guiding Principles in MR <ul><li>Teaching approach is enquiry based </li></ul><ul><li>Teaching is informed by assessment </li></ul><ul><li>Teaching focuses just beyond the cutting edge of child’s knowledge </li></ul><ul><li>Teachers exercise professional judgement in selecting from a bank of teaching procedures </li></ul><ul><li>Teacher understands children’s numerical strategies and deliberately engenders the development of more sophisticated strategies </li></ul><ul><li>Teaching involves intensive ongoing observation and continual micro-adjusting </li></ul><ul><li>Teaching supports and builds upon children’s intuitive, verbally based strategies </li></ul><ul><li>The Teacher gives provides the sufficient time to solve the problem and reflect </li></ul><ul><li>Children gain intrinsic satisfaction from their problem solving, their realisation that they are making progress, and from the verification methods they develop. </li></ul>
  4. 4. <ul><li>Some points to explore . . . </li></ul>
  5. 5. <ul><li>The significance of counting every day </li></ul>
  6. 6. <ul><li>The use of numerals </li></ul>
  7. 7. <ul><li>Encouraging the use of finger patterns </li></ul>
  8. 8. <ul><li>The potential that spatial patterns offer </li></ul>
  9. 9. The effective use of screening
  10. 10. <ul><li>Children self-checking their answers </li></ul>
  11. 11. <ul><li>Multiplication and division in the early years </li></ul>
  12. 12. MR Tracker – getting started!
  13. 13. Getting Started <ul><li>Initially ‘roam the known’ - Choose activities similar to the assessment interview to start with </li></ul><ul><li>Plan daily - include 4-6 progression activities </li></ul><ul><li>Consider and hypothesise about the current ways of thinking based on initial interview or early lessons </li></ul><ul><li>Test your hypothesis by posing tasks and closely observe response </li></ul><ul><li>Modify your hypotheses if necessary and continue the cycle </li></ul><ul><li>Monitor the children’s willingness to tackle the problem and how comfortable they are </li></ul><ul><li>With practice and reflection teachers can learn to adjust in subtle and important ways the pace, difficulty and challenge in the tasks. </li></ul><ul><li>Tailor the teaching as closely as possible to the initial and ongoing assessment. It should be at the cutting edge of children’s knowledge </li></ul><ul><li>Activities should continually challenge with the aim to bring about reorganisations in the child’s thinking and the development of more sophisticated strategies. </li></ul><ul><li>Use the skills of wait time, repeating, reposing and probing responses which you learned in the assessment phase. </li></ul>
  14. 14.   Number Word Sequences Numerals Counting - Addition & Subtraction Finger patterns   Spatial Patterns Multiplication and Division   Clap-Clap Pat-Pat Within the Range 1-20 Say the next two numbers forwards Say the next two numbers backwards Numeral Recognition 1-20. Egg hunt – Find me the egg number . . .   Sequencing numerals within the range1-20   Numeral Track: Use the to cross-check backward number word sequence. (Egg hunt: numerosity of collection)   Removed Item. Screened/Partially screened? Take away 1, 2 and 3 Bunny ears. Show me x. Drop one finger. How many now? Would you like to check?                                                             Comments
  15. 16. LI Develop count-back strategies to find smaller numbers. Number Word Sequences Numerals Counting - Addition & Subtraction Finger patterns   Spatial Patterns Multiplication and Division   Clap-Clap Pat-Pat Within the Range 1-20 Say the next two numbers forwards Say the next two numbers backwards Numeral Recognition 1-20. Egg hunt – Find me the egg number . . .   Sequencing numerals within the range1-20   Numeral Track: Use the to cross-check backward number word sequence. (Egg hunt: numerosity of collection)   Removed Item. Screened/Partially screened? Take away 1, 2 and 3 Bunny ears. Show me x. Drop one finger. How many now? Would you like to check?     LI Develop count-back strategies to find smaller numbers. BNWS within the range 20-1 (Alicia)   Clap-Clap Pat-Pat Within the Range 1-20 Say the next three numbers forwards. Say the next three numbers backwards.   Sequencing numerals within the range 20-1   Numeral Track: Find the number 1,2 and 3 less than. Numeral Track starting at various numbers.     Removed Item. Partially screened Take away 1, 2 and 3   Within the range 20-1 (Within the range 10-1 for Alicia) Bunny ears. Show me x. Drop one finger. How many now? Would you like to check?   Show me the number 1/2/3 less than x      
  16. 17. Needs more experience at counting back Forward Number Word Sequence Cannot produce FNWS Produces FNWS & NWA 1-10 Produces FNWS & NWA 1-20 Produces FNWS & NWA 1-30 Produces FNWS & NWA 1-100 Produces FNWS in 1s and 10s on and off decades Backward Number Word Sequence Cannot produce BNWS Produces BNWS & NWB 10-1 Produces BNWS & NWB 20-1 Produces BNWS & NWB 30-1 Produces BNWS & NWB 100-1 Produces BNWS in 1s and 10s on and off decades Numerals Cannot Identify 1-10 Can identify and order 1-10 Can identify and order 1-20 Can identify and order 1-30 Can identify and order 1-100 Can identify and order 1-1000 Addition and Subtraction Cannot count visible items Needs items to add (Unscreened) Counts from 1 to add (Screened) Count on to add (Screened) Counts back to subtract (Screened) Uses non-count-by-one strategies to add & subtract Finger Patterns Cannot build finger patterns by 1s Builds finger patters by 1s Throws finger patterns 0-5 Throws finger patterns 0-10 Identifies 5-plus finger patterns Identifies doubles finger patterns Spatial Patterns Cannot identify domino patterns Identifies domino patterns 1-3 Identifies domino patterns 1-6 but count in 1s Identifies ten frames but counts in 1s Identifies domino patterns 1-6 Identifies ten-frames Multiplication and Division Cannot describe equal groups or shares Can describe, organise and make equal groups and shares Uses a multiplicative counting strategy to count equal groups (visible) Uses a multiplicative counting strategy to count equal groups (screened) Counts composite units in repeated addition or subtraction Multiplication and Division as Operations
  17. 18. Sharing Good Practice
  18. 19. Impact on Planning Still slight hesitation at teens Within the range 1-12 Addition and Subtraction Cannot count visible items Needs items to add (Unscreened) Counts from 1 to add (Screened) Count on to add (Screened) Counts back to subtract (Screened) Uses non-count-by-one strategies to add & subtract Forward Number Word Sequence Cannot produce FNWS Produces FNWS & NWA 1-10 Produces FNWS & NWA 1-20 Produces FNWS & NWA 1-30 Produces FNWS & NWA 1-100 Produces FNWS in 1s and 10s on and off decades
  19. 20. Cannot produce FNWS Produces FNWS & NWA 1-10 Produces FNWS & NWA 1-20 Produces FNWS & NWA 1-30 Produces FNWS & NWA 1-100 Produces FNWS in 1s and 10s on and off decades Adapted from SNAP™ © Math Recovery Council USA © Maths Recovery Council UK and Ireland 2007 Mhairi Stratton, East Lothian Council Forward Number Word Sequence Backward Number Word Sequence Cannot produce BNWS Produces BNWS & NWB 10-1 Produces BNWS & NWB 20-1 Produces BNWS & NWB 30-1 Produces BNWS & NWB 100-1 Produces BNWS in 1s and 10s on and off decades Numerals Cannot Identify 1-10 Can identify and order 1-10 Can identify and order 1-20 Can identify and order 1-30 Can identify and order 1-100 Can identify and order 1-1000 Addition and Subtraction Cannot count visible items Needs items to add (Unscreened) Counts from 1 to add (Screened) Count on to add (Screened) Counts back to subtract (Screened) Uses non-count-by-one strategies to add & subtract Finger Patterns Cannot build finger patterns by 1s Builds finger patters by 1s Throws finger patterns 0-5 Throws finger patterns 0-10 Identifies 5-plus finger patterns Identifies doubles finger patterns Spatial Patterns Cannot identify domino patterns Identifies domino patterns 1-3 Identifies domino patterns 1-6 but count in 1s Identifies ten frames but counts in 1s Identifies domino patterns 1-6 Identifies ten-frames Multiplication and Division Cannot describe equal groups or shares Can describe, organise and make equal groups and shares Uses a multiplicative counting strategy to count equal groups (visible) Uses a multiplicative counting strategy to count equal groups (screened) Counts composite units in repeated addition or subtraction Multiplication and Division as Operations
  20. 21. Class Approach
  21. 22. Learning Groups
  22. 23. Challenging Thinking <ul><li>AiFL </li></ul><ul><li>Focus on the how </li></ul><ul><li>“ Why?” </li></ul><ul><li>“ How did you know?” </li></ul><ul><li>“ Prove it!” </li></ul><ul><li>“ Prove it another way!” </li></ul><ul><li>“ What if…?” </li></ul>
  23. 24. A suggested formats? Addition and Subtraction Cannot count visible items Needs items to add (Unscreened) Counts from 1 to add (Screened) Count on to add (Screened) Counts back to subtract (Screened) Uses non-count-by-one strategies to add & subtract Forward Number Word Sequence Cannot produce FNWS Produces FNWS & NWA 1-10 Produces FNWS & NWA 1-20 Produces FNWS & NWA 1-30 Produces FNWS & NWA 1-100 Produces FNWS in 1s and 10s on and off decades Priorities                   Learning Outcomes Learning Activities Differentiation CfE Next Steps                          
  24. 25. Cannot produce FNWS Produces FNWS & NWA 1-10 Produces FNWS & NWA 1-20 Produces FNWS & NWA 1-30 Produces FNWS & NWA 1-100 Produces FNWS in 1s and 10s on and off decades Adapted from SNAP™ © Math Recovery Council USA © Maths Recovery Council UK and Ireland 2007 Mhairi Stratton, East Lothian Council Forward Number Word Sequence Backward Number Word Sequence Cannot produce BNWS Produces BNWS & NWB 10-1 Produces BNWS & NWB 20-1 Produces BNWS & NWB 30-1 Produces BNWS & NWB 100-1 Produces BNWS in 1s and 10s on and off decades Numerals Cannot Identify 1-10 Can identify and order 1-10 Can identify and order 1-20 Can identify and order 1-30 Can identify and order 1-100 Can identify and order 1-1000 Addition and Subtraction Cannot count visible items Needs items to add (Unscreened) Counts from 1 to add (Screened) Count on to add (Screened) Counts back to subtract (Screened) Uses non-count-by-one strategies to add & subtract Finger Patterns Cannot build finger patterns by 1s Builds finger patters by 1s Throws finger patterns 0-5 Throws finger patterns 0-10 Identifies 5-plus finger patterns Identifies doubles finger patterns Spatial Patterns Cannot identify domino patterns Identifies domino patterns 1-3 Identifies domino patterns 1-6 but count in 1s Identifies ten frames but counts in 1s Identifies domino patterns 1-6 Identifies ten-frames Multiplication and Division Cannot describe equal groups or shares Can describe, organise and make equal groups and shares Uses a multiplicative counting strategy to count equal groups (visible) Uses a multiplicative counting strategy to count equal groups (screened) Counts composite units in repeated addition or subtraction Multiplication and Division as Operations
  25. 26.   Number Word Sequences Numerals Counting - Addition & Subtraction Finger patterns   Spatial Patterns Multiplication and Division                                                                         Comments
  26. 27. Summary <ul><li>It’s about building number sense </li></ul><ul><li>It’s about numerosity </li></ul><ul><li>It’s about assessment </li></ul><ul><li>It’s about planning for Numeracy </li></ul><ul><li>It’s about active Numeracy </li></ul><ul><li>It’s about customizing for your classroom and your students </li></ul>
  27. 28. What Next? <ul><li>Maths Recovery Support: </li></ul><ul><li>Every cluster has fully trained and experienced Maths Recovery Teachers </li></ul><ul><li>Mhairi Stratton: mstratton @ humbie . elcschool .org. uk </li></ul><ul><li>http://edubuzz.org/blogs/mathsrecovery </li></ul>

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