STI Course 4466

2,001 views

Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

STI Course 4466

  1. 1. STI Course #4466 A Closer Look at Singapore Math with Ban Har www.banhar.blogspot.com
  2. 2. STI Course #4466 Mathematical Competency as a Key Information-Processing Skills. Mathematics lessons should not focus on just computation and rote learning but to get to “accessing, using, interpreting and communicating mathematical ideas” which is the way OECD defines numeracy in adults. www.banhar.blogspot.com
  3. 3. STI Course #4466 Features of a Good Math Lesson • Prolonged engagement with one task • CPA Approach • Spiral Approach • Collaborative Approach www.banhar.blogspot.com
  4. 4. features of a math lesson Greenridge Primary School, Singapore
  5. 5. SEED Institute, Singapore Let’s Learn Fractions Show 2 equal parts. Prolonged Engagement Anchor Task
  6. 6. Bruner CPA Approach
  7. 7. Greenville Elementary School, New York 2,476 x 3 Bruner CPA Approach
  8. 8. Vygotsky Working in Groups Nanyang Primary School, Singapore
  9. 9. Bruner Spiral Approach 242 – 128 537 – 272 432 – 178 200 – 18
  10. 10. STI Course #4466 Assessment Setting up non-negotiable assessment indicators www.banhar.blogspot.com
  11. 11. 432 – 178 Level Indicators Approaching Expectations Is the student able to do number bonds for three-digit numbers? Action Plan 432 is 400, 30 and what To use base ten blocks to model 432 is 400 and what renaming 432 = 3 hundreds + 13 tens + 2 432 is 300 and what ones and then 3 hundreds + 12 tens + 12 ones Is the student able to subtract? 300 – 100 120 – 70 12 – 8 Is the student able to appreciate renaming? In 492 – 178, is there enough ones to do subtraction? Meeting Expectations Exceeding Expectations
  12. 12. STI Course #4466 Teaching Basic Skills How to differentiate for struggling learners How to differentiate for advanced learners www.banhar.blogspot.com
  13. 13. Tomlinson’s idea of differentiation – process, product and content Learners accessing and constructing mathematical knowledge
  14. 14. Child-like Conventions • Do renaming • Carry out the operations These are done separately. 200 – 18 • Rename 200 as 100 + 90 + 10 • Now subtract 10 and 8 from 90 and 10 2,476 x 3 • Multiply to get 18, 210, 1200 and 6,000 • Now add the partial products
  15. 15. Critical Questions in Planning a Lesson What do I want students to learn? How do I know? What if they cannot learn it? What if they already learnt it? www.banhar.blogspot.com
  16. 16. Learning Outcome Task Anticipated Responses Teacher Action Approaching Expectations Support Meeting Expectations Exceeding Expectations Guided Practice Tasks Independent Practice Tasks (if any) Conclusion www.banhar.blogspot.com Enrichment Notes
  17. 17. anchor task www.banhar.blogspot.com
  18. 18. guided practice independent practice

×