Maths Observation Y4 with Dale Veitch 30th August 2012
Intention of Observation
To experience alternative ways of teaching mathematics with groups of differing learning abilities.
Structure of Lesson
Beginning:Whole class counting up in a particular way – odd / even numbers to 30
Times tables
Jumping in 5’s to…
Interactive Board Activity
Interactive Board:
Modeling Monday
Tick a Box Tuesday
Word Problem Wednesday
The students know how to complete the maths problems on the board prior to working independently in their books.
The students know how to complete the maths problems on the board prior to working independently in their books.
Group Work:
<- As the teacher, use the materials first to introduce the problem to the students and then ask them to write the equation
<- Always state the WALT before continuing the lesson
<- Ask the students to draw and expression on a face to indicate how they feel about the learning
Refection of Observation:
d I took a lot away from this observation. In particular, how many different tools you can use in one lesson to meet the needs of all the students. I thought the whole class interactive board activity at the beginning of the lesson was an effective way to refresh the students memory and understanding of the topic. I felt that by allowing the students to physically show their working using the interactive board it encouraged the students to take ownership of their own learning. The independent activities are a good way to allow the students to understand the new concepts in their own time. Her use of modeling books (getting the students to record how they felt about the lesson at the conclusion of it) is a great way to track the students progress and understanding of the new learning.What I will implement in to my classroom:
Due to teacher aide time constraints I must move immediately in to group work in my maths lesson. I will therefore allocate a whole class teaching time at the end of the maths lesson. This should give the students a chance to put their new knowledge in to practice and to appreciate and draw upon the learning abilities of their peers.Writing Observation Y1 with Caroline Heald:
Intention of Observation:
To observe a writing group and how to get the best out of those students whilst maintaining whole class management. See a variety of independent writing activities for the students to do themselves.Group Work:
<- Encourage the students to chunk the words they are not sure about.
- Model to the whole class the focus of this weeks writing
Whole Class:
<- Select two students to share their writing at the end of the lesson
Independent Activity:
- Word Power: List / Brainstorm as many words as you can about a particular topic.
Reflection of observation:
I liked the independent activities that the students had to do. I felt that they were targeted at a good level so they can work independently but still challenged their new learning. Giving students hands on independent activities rather than worksheets works well as they are genuinely interested in the new learning as it relates more to their prior knowledge eg. boardgames at home etc.
Next Steps for Maths
- Be clear that I have introduced the WALT properly at the beginning of the lesson and that all students understand what this means. I will do this by re-wording it in to 'kids language' and ask a student to re tell the group what it is they will be working on during this lesson.
- Make the most of the materials and maths games that are relevant to the topic. Ensure that when students have finished their independent activities they know which games they should be working with.
- Introduce new maths games within the teaching lesson. By doing this I will know that the students understand what they should and understand the new learning when working independently.
Next Steps for Reading
- The results of the students STAR testing showed many at the critical level for vocabulary. I will introduce the 'synonym' independent activity and create a 'vocab list' in their reading books where the students write down a word and try and think of another word that means the same. This should also help to develop their use of interesting and exciting words in their writing.
- Brainstorm synonyms within each guided reading group and progress it to an independent activity.
- Use the big book to talk about vocab and different words for things. Encourage the students to ask when they are unsure about what a word means.
Writing:
Reflection of observation:
I liked the independent activities that the students had to do. I felt that they were targeted at a good level so they can work independently but still challenged their new learning. Giving students hands on independent activities rather than worksheets works well as they are genuinely interested in the new learning as it relates more to their prior knowledge eg. boardgames at home etc.
Tuesday 24th October 2012 Mentor Teacher Observation - Cynthia Irwin - maths and reading
Next Steps for Maths
- Be clear that I have introduced the WALT properly at the beginning of the lesson and that all students understand what this means. I will do this by re-wording it in to 'kids language' and ask a student to re tell the group what it is they will be working on during this lesson.
- Make the most of the materials and maths games that are relevant to the topic. Ensure that when students have finished their independent activities they know which games they should be working with.
- Introduce new maths games within the teaching lesson. By doing this I will know that the students understand what they should and understand the new learning when working independently.
Next Steps for Reading
- The results of the students STAR testing showed many at the critical level for vocabulary. I will introduce the 'synonym' independent activity and create a 'vocab list' in their reading books where the students write down a word and try and think of another word that means the same. This should also help to develop their use of interesting and exciting words in their writing.
- Brainstorm synonyms within each guided reading group and progress it to an independent activity.
- Use the big book to talk about vocab and different words for things. Encourage the students to ask when they are unsure about what a word means.
Monday 5th NovemberObservation at South Makarikiri School
Focus of observation - behaviour management styles and literacy learning.Literacy Ideas:
- Phonics, sound of the week
- News based on the sound of the week and the students have to guess what their news is. For example (TH) a student brought a thistle in as news.
Handwriting:
- WALT on the board
- Laptop handwriting: a chance for students to practice their upper and lower case letters. Allows them to learn about spacing and line spacing.
Writing: - Whole class: write a story in a modeling book use who, when, where, what
- Teacher: WALT above picture plan
- Sharing Time: whole class sharing time after writing
Independent Activities:
- Listening Posts
- Letter / Word Picture Matching
- Fill in the Vowels cards For example (C ____ P) = (CAP)
- Word Power on white boards (synanoms, short words, similar words, opposities)
- Publishing
- Computer writing
- Spelling: Words from their story. Five Times, Syllables, Dictionary Page, Alphabetical Order
- Image – write captions for what they feel, what you think, ask questions – good for descriptive writing also
INQUIRY:
- Shape It, Sort It, Seek It, Share It (focus on one per term)
Art:
- BFG Dream Jars: Read the Roald Dahl Book and then ask the students to write their own dream. Draw a label for the jar and put something in it that represents that dream.
- Toi Matarau 1 + 2 = teaching in visual art
Resources:
- Reading Between the Lines
- SRA Reading Laboratory (top group)
- Peter Howard Books
- Peter Clutterbuck
- PM Writing Big Books
- ‘Canvas’ Magazines
ICT Resources:
- Study Ladder
- Sunshine Online
- Mathletics
- Zip-Tales
General:
- Important to incorporate ICT into the classroom as much as possible as it is becoming such a huge part of life
- Allow the students the chance to do work themselves eg. Questions, independent writing to let their individuality flourish
- Set clear expectations from the start
- Inspired me to introduce a wider range of activities and get the students publishing their work more often.
- Question Wall: Put an object or picture at the front of the room and encourage the students to write any questions that they might have about this thing.
- Green Highlighter: Things we need to work on
- Yellow Highlighter: The fantastic, amazing, awesome things we have done well.
- I am happy with the way I set clear behavioral expectations
- Need to focus on the positives more rather than the negatives. This sets a much more inviting, comfortable and friendly classroom environment.
I believe creating a bright and colourful classroom helps to make the students feel safe and secure in the school environment. By displaying as much of their work as possible on the walls helps to bridge the gap between home and school.
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