Mr Tracker - Implications for the Classroom May 6, 2008
Posted by Mhairi Stratton in : East Lothian, Learning, Mr Tracker, Planning , add a commentPlanning Formats May 6, 2008
Posted by Mhairi Stratton in : Mr Tracker, Planning , 1 comment so farAt a recent MR Tracker session I shared some planning sheets. Here are the preferred formats:
Sharing Good Practice - St Gabriel’s February 24, 2008
Posted by Mhairi Stratton in : East Lothian, Learning, Mr Tracker, Planning, Sharing Good Practice , add a commentI was invited to go to St Gabriel’s and join P1 & teacher, Helen Maule, for their numeracy lesson today. What a fantastic experience. Helen was trained in MR Tracker in October and now uses the Maths Recovery techniques in her teaching.
This is how she structured her lesson:
Learning Intention - adding two groups together
Warm up
- Number Word Sequences:
- “Clap, Clap, Pat, Pat”
- Teacher says first two numbers of a number word sequence on Clap, Clap
- Children say the next two number in the sequence on Pat, Pat
- Teacher asks if the sequence was forwards or backwards (links forwards to adding and backwards to subtraction)
- Challenges children to say number word after
- Helen throws in some challenging numbers sequences and lets all children have a go
- “Clap, Clap, Pat, Pat”
- Finger Patterns:
- “Bunny Ears”
- Children put hands in “bunny ears position”
- Teacher asks the children to put a quantity on each hand
- Teacher asks how many altogether.
- Teacher supports those children who need support by directing them to look at someone elses ‘ears’ (this changes the task from a screened task to a visual task)
- Teacher then invites the children to check their answer
- Key questions to challenge thinking: How do you know? Can you prove it another way? Can you make that number a different way?
- “Bunny Ears”
- Domino Patterns
- “Domino Add”
- Helen show the children a domino on the interactive whiteboard and challenges the children find out how many dots their are altogether.
- Children are encouraged to use a range of strategies to solve the problem
- Children check the answer by counting and highlighting the spots.
- Key questions to challenge thinking: How did you know how many spots there were? Prove it a different way?
- Techniques to challenge thinking: flashing the domino initially (screened task) hiding half of the domino (partially screened task)
- “Domino Add”
- Numerals
- No formal teaching of numeral sequences this day (Helen does use washing line numerals)
- Children were provided with whiteboards and pens to write down numerals/ sums depending on their ability.
Problem Solving Task:
- Adding two collections together
- Children are grouped by ability.
- They each have an adding task targeting their development needs
- Some tasks are visual, others are partially screened to challenge more sophisticated strategies (Helen leads this group to ensure she challenges thinking)
- Children can all be given the same challenge but this can be differentiated by providing the challenge visually, partially screened or fully screened. We discussed using clear and opaque screens/boxes so the children all had the same equipment (the clear screen/box would allow for visual counting)
- 2 clear boxes- visual
- 1 clear & 1 opaque - partially screened
- 2 opaque - fully screened
Plenary
- How did you get on?
- How did you solve the task?
- This is a good time for pupils to demonstrate their strategies.
This is an excellent example. Helen linked all her progressions together. The warm up introduced/practised the key skills that were required to do the problem solving activity. The problem solving activity was simple and therefore children were working independently and on-task. Helen made sure that she used her time to challenge children’s thinking by introducing screens.
Thanks Helen!
Using Learning Assistants to Good Effect February 24, 2008
Posted by Mhairi Stratton in : East Lothian, Learning, Mr Tracker, Planning, Sharing Good Practice , add a commentAt Longniddry we roughly tracked a class of children and then considered possible ways of planning an effective numeracy lesson for all pupils. The tracker made it very clear that the teacher could not use a differentiated lesson. She was required to deliver two separate lessons (Some children were working within numbers to 20 and the rest of the class were working with numbers up to a thousand, multiplication & division). This raised the issue of how much time we spend teaching numeracy each day, ensuring that every child gets quality learning and teaching experiences.
One solution is using learning assistants to effect: providing them with some training in the MR strategies so that they can be directed to groups within a lesson to practise skills (warm up), support problem solving and challenge thinking.
This is exactly what Longniddry are trying to do. The Learning Assistants had their first taste of Maths Recovery today. We looked at Number Word Sequences and looked at common errors and ways of supporting this. We also had a go at bunny ears (a fun ‘game’ that uses finger patterns to combine and partition numbers). The group reported that they now felt confident delivering these activities under the class teachers instruction - fantastic!
Planning Formats February 13, 2008
Posted by Mhairi Stratton in : East Lothian, Mr Tracker, Planning , 1 comment so farTwo styles of forward plans have been developed so far:
Forward plan 1: This forward plan includes the generic features recommended by the Early Years Strategy Group. It has been suggested that this could be used as a forward plan or a weekly plan.
Forward Plan 2: This plan is less detailed but is perhaps supported by weekly plans.
I will track a real class and then use this information to develop a few exemplars what these might look like filled in.
Powered by FireStats