The Context & My Teaching Goals
This lesson took place with 12 Year 1-2 students, of varying mathematical ability and experience. Students also had varied levels of inter-personal communication skills. The students had worked in buddies for maths only for a week at the time this took place. My professional goal was to support listening, wait time and rephrasing of the problem by students (Maths Talk Moves). A secondary goal I had was to scaffold the students conversations and work approach, so that each partnership was actively conversing and working on a solution (not one doing; one watching/listening/spectating).
The Problem
Thomas took a basket of tools to the sandpit. Some were buckets and some were spades. How many of each?
Feedback from Observer
* Talk moves were clearly scaffolded and students used them confidently
* Make the problem larger (on screen) or give a paper copy to each child so the numbers can be seen easily.
* To increase engagement, have students act out the problem scenario
* Warm up: use this to practise turn and talk e.g. find out what your buddy had for breakfast
* Shorten the whole session : 40mins max including a warm up. Actual inquiry between students = 5 mins (10max). Have maximum of two students sharing
* Students worked well together, with generally equal sharing of pen and problem solving
Mathematical Explanations
Know what the trajectory and big idea behind the problem is, and bring this out in plenary (see below - patterns to ten. Could children predict the next combination?). Use the Curriculum Elaborations for planning. Next problems could be combinations to 20, or focusing on the reverse subtraction (e.g. Tom had 10 flowers and lost some on the way to school. How many lost and how many left?)
This lesson took place with 12 Year 1-2 students, of varying mathematical ability and experience. Students also had varied levels of inter-personal communication skills. The students had worked in buddies for maths only for a week at the time this took place. My professional goal was to support listening, wait time and rephrasing of the problem by students (Maths Talk Moves). A secondary goal I had was to scaffold the students conversations and work approach, so that each partnership was actively conversing and working on a solution (not one doing; one watching/listening/spectating).
The Problem
Thomas took a basket of tools to the sandpit. Some were buckets and some were spades. How many of each?
Feedback from Observer
* Talk moves were clearly scaffolded and students used them confidently
* Make the problem larger (on screen) or give a paper copy to each child so the numbers can be seen easily.
* To increase engagement, have students act out the problem scenario
* Warm up: use this to practise turn and talk e.g. find out what your buddy had for breakfast
* Shorten the whole session : 40mins max including a warm up. Actual inquiry between students = 5 mins (10max). Have maximum of two students sharing
* Students worked well together, with generally equal sharing of pen and problem solving
Mathematical Explanations
Know what the trajectory and big idea behind the problem is, and bring this out in plenary (see below - patterns to ten. Could children predict the next combination?). Use the Curriculum Elaborations for planning. Next problems could be combinations to 20, or focusing on the reverse subtraction (e.g. Tom had 10 flowers and lost some on the way to school. How many lost and how many left?)
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