Maths PD 26/03/13

This afternoon we had a maths session with Nikki K, focusing on the abacus, fly flip cards and geometry. 

The abacus can be used in a variety of ways, one to one counting, imaging, skip counting and simple equations. 

The fly flip cards were used to counting on from five.

For geometry we had to go outside and take photos of all the shapes we could possibly find. Then we created our own shapes and manipulated them on the computer.

From this session I have learnt that I can use the abacus for a variety of warmups forcing the children to image and skip count. When teaching geometry I can see that I can set the unit up by getting children to take photos of all the shapes they can see in their surroundings, then organising them into the different shapes eg. squares, triangles, circles.

On the 28th of May we have another session where we need to report to a group about two things in the ALIM readings.

X-Race

In the weekend we participated in the X-Race. I found that it was a perfect opportunity to build strong relationships with those students involved. It also builds comradeship, that students bond with other students outside their own classrooms and classroom environment. 

In reflection, one student is being super mindful to not be so disruptive in class and the other is having conversations with me a lot more than normal.  

Observation Week 7

This week I was focusing on Maths warm ups and how they are conducted in a Junior school setting.

There were a variety of strategies used such as counting in heads and identifying place value. There were also different stimulus for doing the activities such as character voicing's, getting children to help and the active board.

I did notice that the teacher scaffolds a lot more than we do in the middle school. This is something that I will take back to my class room. The only thing I am contending with is time and will discuss with my tutor teacher how I can implement more scaffolding without using up too much time. 

Another thing that I would like to implement is the use of the active board. I do use it but I need to use it more. I will start building up a bank of flipchart warmups and headwork. 

PD Smart Board

The Smart Board session allowed to gain little bits of knowledge to fill in gaps that I had. Most of it I had learned on my own but I managed to learn how to find my backgrounds, use dual pens, move my tool bar so the children are able to use it as well, group objects, use the clock and customise my tool bar. Already my flipcharts look better!

I am looking foward to the next session as it is more advanced and I feel I would get a lot more out of it compared to this session. 

Observations Week 6

This week I was looking at the maths tumble and how the teacher transitions from one group to the next.

While the teacher was with the math group he monitored the whole class and gave praise where necessary. 

When the teacher has finished with his group he sets them another task and sends them away with their follow up.

He gets his next group, sits down and sets the scenario for the learning. Giving the learning a context has allowed the children to make a connection to the task and they are much more engaged.

When sending them away with their follow up he keeps the context in place, "you have one more job. As a post-man you need to figure out....."

From this observation I have noticed that having a context can still be done through a group lesson when learning strategies.

I will attempt to make context with in my guided group session while learning strategy.

PD Maths

On Tuesday the 5th of March we had a math workshop. We participated in a math inquiry which demonstrated differentiation. 

This session just confirmed what I believe inquiry to do, it allows all children at different stages to solve problems. 

Observation Week 5

This week I was looking at the reading tumble and how the teacher transitions from one activity to the next. 

In between each activity the teacher pulled the children to the mat, did a plenary and then set them up for the next activity before sending them away. 

When setting up the following activity there were a set of rules that each child followed during that activity. They were asked which rule they were going to work on and keep it in their mind. This is what they assessed when they did the plenary.

 When carrying out the plenary the teacher asked a few students why they had a thumbs up, side or down. This made the plenary more meaningful than just putting a thumb in the air.

In my own class I would like to try having the rules for the activities I run. Then the children can assess themselves against the rules we set.