Monday, 24 July 2017

Frontloading, Maths Wall, Number Talk - Teaching Hypothesise

Term 3

Hunch & Hypothesis (WEEK 1-4)


Goals:
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 feedback
Student work and sharing of understanding
Maths Collaborative planning - identify key focus words to use eg. COUNT ON, ALL TOGETHER

Frontloading  -
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, +

Maths Wall
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

Checkpoint
Weeks 1 - 4 (18th August)
Evaluation:

6 comments:

  1. Hi Viena, your blog has provided me with some great ideas. I like the way you are using the same strategies as I try to implement: Number Talk, Maths language and Problem based learning. I'll keep watching for some other ideas you may have in future to share with us.

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    1. Hi Elena
      I am glad that you like some of the ideas above. It is a very interesting theory/practice and I know for fact that it is hard working. I will keep posting up some of the work we do in class. I hope it will continue to inspire you with the work you are doing.

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  2. Love the way you are connecting the target groups using the strategies: Number talk and maths vocabulary.

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  3. Hi Viena, I agree with your goals. Vocabulary is a very important part of the process of getting children to understand Maths. They need to know what the words are to make connections and to use them when communicating mathematical ideas. What is the extent of progress that your hunch and hypothesis have made so far?

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    Replies
    1. Definately, Teresa. ESOL students learns better when its repeated so many times. Most of them have understood the topic and understood how to solve most of the Maths problems but they need language to get it out.

      New entrants and most of the year 1 students in my class are beginning to talk now. They are beginning to explain their thinking clearly using Maths language that they are familiar with. Some of them would use our wall as guide and some learned from each other or from me. I must say that it is also important that we repeat those maths language correctly at all times.

      I will post some video of what children are doing in class soon.

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