Teaching focuses just beyond the cutting edge of child’s knowledge
Teachers exercise professional judgement in selecting from a bank of teaching procedures
Teacher understands children’s numerical strategies and deliberately engenders the development of more sophisticated strategies
Teaching involves intensive ongoing observation and continual micro-adjusting
Teaching supports and builds upon children’s intuitive, verbally based strategies
The Teacher gives provides the sufficient time to solve the problem and reflect
Children gain intrinsic satisfaction from their problem solving, their realisation that they are making progress, and from the verification methods they develop.
Initially ‘roam the known’ - Choose activities similar to the assessment interview to start with
Plan daily - include 4-6 progression activities
Consider and hypothesise about the current ways of thinking based on initial interview or early lessons
Test your hypothesis by posing tasks and closely observe response
Modify your hypotheses if necessary and continue the cycle
Monitor the children’s willingness to tackle the problem and how comfortable they are
With practice and reflection teachers can learn to adjust in subtle and important ways the pace, difficulty and challenge in the tasks.
Tailor the teaching as closely as possible to the initial and ongoing assessment. It should be at the cutting edge of children’s knowledge
Activities should continually challenge with the aim to bring about reorganisations in the child’s thinking and the development of more sophisticated strategies.
Use the skills of wait time, repeating, reposing and probing responses which you learned in the assessment phase.
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
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
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
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
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
Be the first to comment