E103 EMA section 2 Observation of maths lesson (SET UP (adults ('adult…
E103 EMA section 2 Observation of maths lesson
'adult teamwork impacts greatly on the learning environment offered to children in classrooms' ST12, p.106
like Caroline (Colloby, 2013 p.59, L&L) the TA and teacher have discussed in advance the 'plan and objectives for the lesson'
'school policies will have info on behaviour and consequences/precedures' (Kay, 2013, p.194) - link to School A policy too
'the third teacher' Edwards, Gandini and Forman, 1998 cited in Burke and Grosvenor, 2013 (R2) p.113)
'breaks during school day...maximise the attention they pay to subsequent tasks...led to call for frequent breaks throughout school' R2, p.4 ??
only what was seen and is not speculation or preconception ST9, p.27
description, dispassionate, discerning, diagnostic (ST9, p.19)
Qualitive observation (ST9, p.18) record exactly what is said and what happens, video very popular so can look again!
accuracy is vital in observations (ST9, p13)
we can all have an individual interpretation despite witnessing the same scene (Activity 9.1),therefore multiple viewpoints are helpful to get a rounded view of a situation (ref?). Video observations are great as when watching the same video again but foregrounding a different person we get a different perspective (Activity 9.4: 'Trucks' ) It is also vital that any observations are accurate
focus of lesson
share learning intensions . To be able to (TBAT) (ST10, p.44)
later they self evaluate using 'traffic lights' green = worked independently, amber= had some help, red=teacher assisted like in ST
Maths is found in all facets of our everyday life (Activity 16.2) here the children realise the relevance of mathematical processes when using money. The teacher highlights how it is good to 'estimate' amounts so we can add up quickly in our heads the approximate total and the corresponding change due so as to judge if our change is correct.
self assessment is good as children get to 'judge their achievements for themselves' (Dann, 2013, p.202)
what did the children learn about
the subject itself
The lesson connected the curriculum requirements of maths to skills required for every day living (ST16, s.3.1)The children therefore realised it is relevant and that they must engage and involve themselves.
too differentiated ...more able pupils cannot be pushed enough as schools feel they must prioritise extra help towards those struggling/low achievers ST10, p.45
like in ‘Daniel’s story: hearing the voice of the very able’ activity 10.3 the most able pupils work together, are given more challenging work and drive one another on but they do not get the attention they really need as
ZPD - ST3
like 'Posters' video Activity 3.3- sometimes maths is utilised as a by product.(booking flights, hotels etc) 'real' life we use maths ALL THE TIME- I get so annoyed when people say 'whats the point'
other aspects of learning
maths links to art (use of space, shapes etc) and music (patterns, beats, tempo etc) interesting point is how music can help maths too - counting songs ST16, s.6.1 ??
talking can link knowledge from one subject to another- shapes and directions (Maths) in PE Activity 11.1
'hard to think of activities that don't involve talk at some point' ST11 p63
like posters video (activity 3.3) where they were learning maths through researching flight and hotel prices during what started as a music lesson...here we learn other things in what is essentially a maths lesson
what did I learn about...
the children and their learning
For children to enjoy learning mathematics it is essential that they should understand it … not just learn to reproduce learnt procedures and recipes that are low in meaningfulness and purposefulness.
(Haylock and Manning, 2014, p. 3)cited in ST16 section 1
'children learn what they choose to learn' . English, 2013, p.24
no two children are alike, and what works for one child may not work for another, and what works for an individual child may not necessarily consist entirely of one approach or another.
if you find something easy/take to it easily you then enjoy it, you therefore do it more (in this case read and write) therefore stay ahead...this is case with everything in my opinion- nice to have it backed up !! Bell, 2013, p.261)
if interested going to learn so much more (echoed again by Ballogie nursery Head?? activity 14.3)
get children to talk/ to discuss. some children are fine speaking up in front of the entire class but lots find this intimidating but will maybe speak around the table/in a small group- TAs need to encourage this (Soloman with Lunn, p.87)
Autistic child...careful not same TA all the time- get too reliant on them (Six with Tan and Modern, 2013 - A balance of power p.227)
effective teaching and learning
teaching is 'ongoing detective work' Ryan and Williams, 2013, p.16
as Jackie, the TA says ' The assessment of children's progress and feedback to the teacher is an important part of my work' ST16, s.6
possibility thinking and the use of 'What if' (ST14) Creative thinking!
2 stars and a wish ST12, p.106
talk that 'benefits' child development is talk '
' not 'to' and certainly not 'at' the child ST11 p.76
allowing wartime/thinking time (ST10, p.44?? )
discuss feedback to clarify misunderstandings ...ST10, p46
constructivism v socio constructivism (ST3)
less differentiation so 'average' and 'more able' can benefit more.
make even more 'real' they're going Frankie and Bennie's.. 'more likely to remember red life experiences' R2 p.92
as they get older pupils should learn about interest rates, loan repayments(mortgages, pay day loans),
try other 'real' situations for example cooking - quantities of ingredients, temperatures, cooking times (young, 2013, p.85) would link into science too . reversible reactions etc.
had to rewrite on board!
white board does not work interactively as designed
only 1 iPads and SEN child often stuck on it...not a resource for the 'many'
how could be used
but remember 'the computer is no substitute for good quality interaction with an effective teacher' English, 2013, p.25
Monteith (2002) cited in Crowley and Richardson 2013, p.93 suggests teachers that teachers who are skilful in ICT are most likely to develop skilful pupils . I agree and this contradicts Anita's belief (ST12 112) that they
can learn about ICT together
... no the teacher must be a 'more able other ' (Socio constructivism ref) '
came unstuck because didn't prepare themselves' 'spend some personal time'
genning up. Crowley and Richardson, 2013, p.96
for many people, maths stirs up feelings of panic and dread. Yet, the reality is that we 'do' maths all the time as we go about our everyday lives ST16, introduction
introduce evaluation with why we assess and evaluate...
how and why asses... (Kay, 2002, pp103-105) formative and summative assessments
ongoing..formal or informal- 'constant feedback ...'dictates' what sort of teaching and learning, support and encouragement pupils need' Kay 2002, p.104
Assessment learning cycle - assessment, planning, teaching, learning ST10
Testing comes under a lot of criticism as highlights 'assumptions about what a child
' be doing'. Yet this is actually valid to know as it is only when we know what a child knows that provision can be made to learn what they do not know 'yet'. ST9 P.16
see ST10 p36- reasons we asses learning
role play of TA and teacher- like Jacob in 'co-teaching' video (Activity 5.2 Role playing) - gave children confidence to shout out- I preferred it to Jacob as he was very 'silly' and those genuinely struggling may feel he was mocking them.
it also 'modelled' how they wished the children to work out and explain the problems (ST3, p.83)