What strategies are we using to make concepts clear and to check for understanding during mathematics lessons?
Evidence:
-differentiation across the school shown through tasks
-learning objectives, success criteria
-thumbs up - for assessment of learning
-a lot of teacher's questions - open and closed
-students were discussing the learning with each other
-teachers were working with small groups with students that needed more support
-similar structure across the school - intro /explicit instructions, independent or group work, followed by reflections and plenaries
-questions and focus around the process - strategies being used
-asking for students' opinions
Predictions:
-teachers know their students
-students are engaged
-students are developing an understanding of concepts
-the less able students are supported
If I were a student in this school I:
-would know what the learning objective is and to refer to it
-how to solve problems in different ways
-would have materials to help me understand
-would connect maths learning to the real world
-would share my understanding with others
-would use a variety of ways to record my answers
-would use mini whiteboards, counters, Seesaw, number charts, number lines,
-know it is ok if I don't understand something
-know that I don't have to get it right the first time
-know that learning is a process
Where to next:
Evidence:
-differentiation across the school shown through tasks
-learning objectives, success criteria
-thumbs up - for assessment of learning
-a lot of teacher's questions - open and closed
-students were discussing the learning with each other
-teachers were working with small groups with students that needed more support
-similar structure across the school - intro /explicit instructions, independent or group work, followed by reflections and plenaries
-questions and focus around the process - strategies being used
-asking for students' opinions
Predictions:
-teachers know their students
-students are engaged
-students are developing an understanding of concepts
-the less able students are supported
If I were a student in this school I:
-would know what the learning objective is and to refer to it
-how to solve problems in different ways
-would have materials to help me understand
-would connect maths learning to the real world
-would share my understanding with others
-would use a variety of ways to record my answers
-would use mini whiteboards, counters, Seesaw, number charts, number lines,
-know it is ok if I don't understand something
-know that I don't have to get it right the first time
-know that learning is a process
Where to next:
- Investigating what is/what types of success criteria we could be using/creating.
- Extend more capable students - through effective questioning or different tasks - facilitating different groups.
- Differentiation - at different parts of the lesson.
- More authentic links as part of PBL and links to the real world in other ways.
- Looking at links between whole number and other strands - programming.
- Problem solving strategies.
- Language of maths.
- Maths displays in classroom and around the school (interactive?)
- Number facts - how can we help them learn them? chants, songs etc.
