So last term I tried whole class teaching. There was some success I allowed students to choose if they wanted to see me for extra tutoring at the end of a modeled session. Students who came to the extra sessions made significant progress.

So where to from here. After reflection in our team meeting we have decided that the curriculum is too big to give quality teaching without rushing. So we have broken down the strands over a two year cycle. I am also teaching whole class. I have broken the assessment down to analysis where students are at. I have set up an extension programme for 6 students and moved them onto a different aspect of measurement that we are not teaching this year. I am calling down my target students to make sure they make greater progress.

## Wednesday, 15 May 2013

## Monday, 25 March 2013

### Where too!!!

Students have completed their measurement tests. On the test there was a possible 9 marks associated with time. I have had my students anaylsis what each one got out of 10. From there we set goals. Over the next two weeks I plan to teach time. As I need to focus on my modeling of measurement, I have started with my students making clocks. Once we discussed what the scale means we made different times on our clock faces. I then introduced them to am and pm as well as writing 24 hour time on their clock face.

Other modelling options that I am looking at is having my students who are masters at time teaching with pairs of students to support them. While I work with a group. I have located some mimio tools to help model time with the clock and also looked at games to reinforce time.

So where to from here?

I am going to use a modelling book when working with the group. My goal is to spend 5 minutes on the concept then allow students who are confident to move on on their own. After this point I am going to work with the group together and slowly send students off. I am focusing modelling to students and questioning their knowledge.

Other modelling options that I am looking at is having my students who are masters at time teaching with pairs of students to support them. While I work with a group. I have located some mimio tools to help model time with the clock and also looked at games to reinforce time.

So where to from here?

I am going to use a modelling book when working with the group. My goal is to spend 5 minutes on the concept then allow students who are confident to move on on their own. After this point I am going to work with the group together and slowly send students off. I am focusing modelling to students and questioning their knowledge.

## Thursday, 21 March 2013

### Lynn Modelling Session 1

Bead lines 100 how many?

Decimal Knowledge

Working with the equipment to show the understanding. Bead string worth 1 whole. Show the fraction name and a decimal name.

Introduce the hundredths 1/100 0.01

0.12 12/100 the denominator is what we want from them.

What is the point of the decimal point? Explains what the whole numbers from the parts of the numbers. Count forward in 10ths and backwards

Gave the kids three different things to make.

14 tenths

0.6

1.5

Write them 3 ways

First fractions

14/10 + 6/10 + 15/10

Decimals

1.4 + 0.6 + 1.5

Mixed numbers – more than one

1 4/10 + 6/10 + 1 5/10

Checks to see if they all know. What did you do? Use the bonds that we know.

Introduces the strategy:

4.3-2.95

What strategies do you know?

Rounding

Place Value

Reversability

Used the kids to make with the equipment.

4.3-3 + 0.05 =1.35

The next time we need to get them to record

5.4 - 2 + 0.04 = 3.44

Asked how many strategies should we teach? Try to keep it to a limited number.

Don't use place value if it not the best to teach them.

Reversibility

2.95+ ? = 4.3

Using a number line to show reversibility. Make it as a little pile close together. You can make it in 2 jumps.

See if you can do 1 of those in your head.

3.6-1.85 = 1.75

Bonds to 10 and bonds to 100 are the most important part of maths.

At vertical algorithmic

Kids move the equipment - correct the maths language 13 what with them.

**KEY TO FOCUS ON THE LANGUAGE OF MATH**

A builder has 6.6m plank of timber. Draw some rectangular sandpit he could make.

Make it with the equipment and write the dimensions,

What can you tell me about opposite sides of a rectangle? What are the corners in a rectangle? What are they called?

Make one side 0.95

How far is it half way round? 3.3 if one side has to be 0.95

## Thursday, 14 March 2013

### Setting Teacher Inquiry 2013

4 out of 16 students are achieving at stanine 5 or above. With the highest stanine being 7. I have targeted students who are currently achieving at stanine 4. I am focusing on modelling as I feel that is my weakest area, especially for the strands. I have changed my maths planning and I am now spending at least half a term on the strands and integrating number strategies along the way.

For strand maths I am teaching whole class and pulling groups of students down. Over the past few years I have been teaching in ability groups however, students who are well below have not even been given exposure to content. So how are they expected to achieve? My goal is to plug holes within and scaffold support to help students out.

My first step is to model using the Mimo so that students have ownership. But also so I can print modelling sheets and glue it into 3 modelling books so students have access to the information.

I am also going to focus on breaking down the language of maths and what this means.

## Monday, 11 February 2013

### Teaching with Technology - Catherine Attard

1. What is the central area of this reading? Teachers test the apps to make sure that they are curriculum specific and meet student needs. Tools for learning apps are more versatile as they can meet a range of learning needs and allow students to demonstrate what they are learning rather than just reinforcement.

2. What evidence has the author provided to support the evidence/concept? There is no research based evidence. But provided examples and reasoning why apps take 3 levels.

* Reinforcement game based, problem solving, Learning tools that can be transferred into any curriculum area.

3. Does this differ from your own thoughts and practises? No this doesn't. However, I think there is a need to use game reinforcement. I think I need to spend more time on the learning tools to go over the curriculum. I need to make time on my CRT day to look through apps.

4 Can or will you transfer anything learned from this reading into your practice? How? Yes I will be looking for some learning tools for the class ipods and ipad. I am going to set aside the afternoon of my first CRT release to look at learning apps to incorporate into my class programme.

5. What have you learned from this reading? Points to Ponder?

That there is 3 levels of apps for teaching and learning.

Get creative to use tools for learning apps.

2. What evidence has the author provided to support the evidence/concept? There is no research based evidence. But provided examples and reasoning why apps take 3 levels.

* Reinforcement game based, problem solving, Learning tools that can be transferred into any curriculum area.

3. Does this differ from your own thoughts and practises? No this doesn't. However, I think there is a need to use game reinforcement. I think I need to spend more time on the learning tools to go over the curriculum. I need to make time on my CRT day to look through apps.

4 Can or will you transfer anything learned from this reading into your practice? How? Yes I will be looking for some learning tools for the class ipods and ipad. I am going to set aside the afternoon of my first CRT release to look at learning apps to incorporate into my class programme.

5. What have you learned from this reading? Points to Ponder?

That there is 3 levels of apps for teaching and learning.

Get creative to use tools for learning apps.

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