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PRACTISE NUMERACY THROUGH LEARNERS CREATED PEER KAHOOT QUIZZZES…
PRACTISE NUMERACY THROUGH LEARNERS CREATED PEER KAHOOT QUIZZZES
EVALUATION/FEEDBACK THROUGH
FORMATIVE peer to peer with teacher monitoring
SUMMATIVE quiz answers
SELF-DETERMINATION (Field, Sarver and Shaw 200
LEARNER EMPOWERMENT (Dempsey and Foreman 1997)
LEARNER QUESTIONNAIRE
SOCIO CONSTRUCTIVISM (Vygotsky 1978)
LEARNING THEORY
INCLUSIVE EDUCATION
SOCIAL MODEL OF DISABILITY
FOUCAULTIAN
ACTIVE LEARNING (Bonwell and Eison 1991)
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AUTHENTICITY
CONTEXTUALISED LEARNING
EXPERIENTIAL
PURPOSIVE
Scaffolding (Bruner 1978)
21ST CENTURY SKILLS (Trilling and Fadel 2009)
zone of proximal development (Vygotskly 1978)
COMMUNITIES OF PRACTICE (LAVE AND WENGER 1991)
situated learning
legitimate peripheral participation
Scaffolding (Bruner 1978)
Curriculum for Excellence, 21st century skills, learner centred
DIGITAL LEARNING
DIVERSITY AND INCLUSION
Tomlinson Report 1997
Education (Additional Support for Learning( (Scotland) Act 2009]
Salamanca Statement 1994
**PAST STUDENT HISTORY"
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learners familiar with numeracy applied to money
learners engaged and motivated by teacher Kahoot quizzes
learners motivated by team working
NUMERACY LESSON
LINK WITH CURRICULM LIFE SKILLS
SOCIAL SKILLS
SOCIAL SKILLS
MANGING MONEY
LEARNER PARTICIPATION
USE OF MATHEMATICS IN CONTEXT OF PEOPLE'S LIVES
NUMERACY AND ICT SKILLS
DIGITAL LITERACY TO PARTICIPATE IN LIFE SKILLS SHOPPING AND MONEY
MANAGING MONEY
ADDITION AND SUBTRACTION
FAMILIARISATION OF COINS AND PRACTISE TO PURCHASE
lesson goals
Practise addition and subtraction with money
Learners work collaboratively
Practise ICT skills to create Kahoot quiz
CONNECTION BETWEEN LEARNING AND PRACTICE
group work
collaboration between peer learners
meaningful practice
problem solving
LEARNERS FIRST YEAR NUMERACY STUDENTS WITH MEDIUM OR COMPLEX ADDITIONAL SUPPORT NEEDS
learner centred
IDENTIFIES
THROUGH
GENERATES
IDENTIFIES
AIMS
INFORMS