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Session3

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  • 1. Day 2 Informing Active Learning in Numeracy
  • 2.
    • How did you get on?
    • What did you find out?
    • Have you already started to change you teaching?
    • Implications for MR Tracker in the classroom.
  • 3. The Guiding Principles in MR
    • Teaching approach is enquiry based
    • Teaching is informed by assessment
    • 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.
  • 4.
    • Some points to explore . . .
  • 5.
    • The significance of counting every day
  • 6.
    • The use of numerals
  • 7.
    • Encouraging the use of finger patterns
  • 8.
    • The potential that spatial patterns offer
  • 9. The effective use of screening
  • 10.
    • Children self-checking their answers
  • 11.
    • Multiplication and division in the early years
  • 12. MR Tracker – getting started!
  • 13. Getting Started
    • 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
  • 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      
  • 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
  • 18. Sharing Good Practice
  • 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
  • 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
  • 21. Class Approach
  • 22. Learning Groups
  • 23. Challenging Thinking
    • AiFL
    • Focus on the how
    • “ Why?”
    • “ How did you know?”
    • “ Prove it!”
    • “ Prove it another way!”
    • “ What if…?”
  • 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                          
  • 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
  • 26.   Number Word Sequences Numerals Counting - Addition & Subtraction Finger patterns   Spatial Patterns Multiplication and Division                                                                         Comments
  • 27. Summary
    • It’s about building number sense
    • It’s about numerosity
    • It’s about assessment
    • It’s about planning for Numeracy
    • It’s about active Numeracy
    • It’s about customizing for your classroom and your students
  • 28. What Next?
    • Maths Recovery Support:
    • Every cluster has fully trained and experienced Maths Recovery Teachers
    • Mhairi Stratton: mstratton @ humbie . elcschool .org. uk
    • http://edubuzz.org/blogs/mathsrecovery