Wednesday, 15 November 2017

End of year reflections

JAM Testing Data- June and November for 2017 (Year 1).

From the data above we can see that some children have made huge progress compared to when they first started school.They have made progress not only academically but in terms of their confidence and conversations around number talk. They have grown in confidence and are taking more risks now. Students having a go at working out problems without the fear of getting it wrong. They talking about the strategies they used and are becoming confident in using the mathematical terms and language. High level of engagement in the classroom: Working within a group. Peer to peer teaching Completing follow up tasks on their iPad. Developing digital fluency and making connections with the digital language: Copy paste, duplicate, add a page, save your work, close the tabs. All these essential skills and language that will needed as they move up through the school. They are making connections to mathematical terms and language across the curriculum areas for example: In reading page 3 comes before page 4. In writing conversations would be around what happened first, then next and finally. The data shows that when they began school many of the learners where at a stage 0-1(Emergent) in some modules whereas now some children they are at a stage 2-3(At) and even a stage 4(above). The children have come a long way this this learning journey and I am so very proud of each one of them

Monday, 23 October 2017

Inquiry Focus Term 4

We are now moving toward the end of the year and many children in my class have made significant progress. There are a few children who are still struggling especially with the holiday break. The first week of school was basically trying to get back into routines and catching up where we left off at the end of Term 3.

My inquiry focus for this term is continuing to work on, mathematical terms, languages and concept especially when solving word problems. Yes, many children can solve number sentences but once given in a word problem they have difficulty comprehending, understanding the question and therefore get the answer incorrect. I find that sometimes children revert to guessing or simply shrug their shoulders. The group that I’ll be working with, will be looking at word problems, understanding and talking about what strategy they have to use to solve the problem but most importantly highlighting key words in the problem that tells us what we need to do. Once again we will be focusing on unpacking and analysing mathematical terms and language.

Thursday, 24 August 2017

Teaching and learning

Some of the learners in my group struggle with understanding mathematical language and terms.
I discussed this problem with a colleague(Rachel) that I am presently job sharing with. She talked about a warm up activity that she played with her older children and explained how we could use it in a Year 1 class.

We practised counting backwards with support of materials.

Hypothesis and trends

Children are quite confident in counting forwards. With my teaching experience over the years I have always found that they always struggle when it comes to counting backwards, saying the number that comes before. I think that they may not understand the term before, backward, or that it means one less. Not only have I heard this in the junior school but across most year levels.

Friday, 28 July 2017

Term 3 Focussing Inquiry

We are halfway through the year and the children in the group that I was working with have made progress and made a shift. I will continue working on my goals for this group. For my inquiry focus for term 3 I have decided to work with a different group of children. These children can identify numbers from 1-20, can say the number after for numbers 1-20 however, they struggle with counting backwards and solving simple subtraction problems. It is important for them to be able to count backward accurately from any given number and only then will they be able to work out subtraction problems fast and correctly.

Wednesday, 14 June 2017

Counting in 2's

I have been practising counting in 2's with my whole class. We did rhythmic counting using a number chart so children know that there is a resource available for them to use. As a follow up activity children had to take photo's of counting in 2's to show their learning. The children were engaged and enjoyed doing this activity.