Hunch & Hypothesis (WEEK 1-4)
New Entrants don’t know how to explain their thinking, they need the Mathematical language as most of them are ESOL students. Therefore for me, I need to be deliberate about the way I introduce, use, and reinforce mathematical terms. I will be incorporated mathematical vocabulary in my planning as key focus in the day-to-day teaching of Maths. I will be using these TESSOL strategies - Frontloading with materials, Maths Walls and NUMBER TALK to teach students with correct maths vocabs and how to use them.
Dated: 24 July 2017
Teaching & Learning (Pedagogy & Ako)
How are you going to do it? What are the deliberate steps.
(Include DAT, resources, PLD readings, support etc.)
Knowing the learner - LINK
Professional discussions with colleagues
Observation notes - OTJ
Formative assessments - from TERM 2
Student work and sharing of understanding
Maths Collaborative planning - identify key focus words to use eg. COUNT ON, ALL TOGETHER
When planning a lesson, identify the vocabulary students will need in order to understand or explain ideas. Introduce these terms at the start of the lesson so that students for whom they are unfamiliar won’t be confronted by new words and procedures simultaneously later in the lesson. The meaning of the vocabulary can then be reinforced when students put it to use.
The “vocab session” can also be used to systematically review terms introduced in previous lessons. Include mathematical vocabulary in spelling lists. Provide opportunities for students to practise and use this new vocabulary throughout the lesson.
I will spend some time during warm up times to directly teach my students with the focus Mathematical language that will be used in our maths lessons.
COUNT ON, ALL TOGETHER,
Create a “word wall” on the classroom wall. Students can post definitions, drawings, and examples next to the terms. The students can refer to the word wall throughout the lesson.
Number Talk - Maths Talk
I have been using 'number talk' all the time as part of my warm in Maths. Number talk is so easy and I believe that it really helps my students to make connections as they see numbers.
It is hard for new entrants to make sense with this strategy but after a while they will get use to it and then they will start talking and making connections.
I am going to use this strategy again with my new target groups and I know that they will be able to make lots of connections after this four weeks lessons.
Indicators of progress
(What I’m looking for that shows I’m making a difference to student progress)
- More Student Talk
- Improve deeper thinking
- Increase using of Mathematical Language correctly
- Able to solve a Mathematical Problem using either count all or count on with materials
- Know numbers 1-20 and be able to make/form a set them correctly
- Attempt working collaboratively with a friend or the whole class
- Able to use ipad to record their work
Weeks 1 - 4 (18th August)
Four of my target students are talking in Maths and using appropriate language to explain their thinking. Using of NUMBER TALK have increased student talk.
Using Number Talk enables students to think deep. All of my target students are beginning to think deep in different ways. Eg. With 10 frames - two students are able to make connections with subtractions. 8 dots can also be explained as 10 take away 2 … therefore NUMBER TALK needs to continue. I will continue to use number talk as warm up of my maths lesson.
Maths Wall is good - some students are looking at it for clues … because it is their own work it is easy for students to make connections. These students often refer to the Maths Word for assistant. I really like the fact that they are able to use resources in class.
Still need to work on these:
Working collaboratively with a friend or the whole class. We are working on this using Problem Solving Approach. They need to talk and explore the problem with a friend and find the best possible way of solving that problem.
Using ipad to record their work - needs to continue and I need to give more time for students to practise.