Development of Learning Objectives Through Reflection

Development of Learning Objectives Through ReflectionThe Williams report is based around educational best invest to modify young learners to acquire an appreciation and appreciation of maths and its importance to their lives. The foremost concern, drawn from Ofsted and the Primary bailiwick Strategy findings is the need to strengthen teaching that ch eachenges and enables children to utilise and lift out to mathematics more often, and more effectively (Williams 2008 para.223) Reflecting on my practice give enable me to recognise my strengths, development needs and improve my practice to benefit all learners. Petty says Effective teachers argon always changing what they do this is because they be continually scholarship how to teacher better. (2009 520)Activating prior learning by constructing links, good planning and the conditions of the classroom lavatory contri exclusivelye to the effective hatchway of a lesson. Walker Tileston Unless connections argon made to their prior learning, comprehension and intend may be dramatically lessened. (2004 21). thus I ensured I revisited preliminary learning by looking at the way children approach enunciate businesss through reading the problem, highlighting the key words/ chassiss and choosing the book operation before solving it. I then ensured they had chance to apply their skills to some word problems so I could assess their understanding and they could run their knowledge. When children gave correct dissolvers during the psychogenic/oral, I constantly praised them to progress their self-esteem and assumption. Fontana says utilise praise and encouragement has a vital role to play in up salvageing children involved and evokeed in their work, and in helping them to build upon current achievements by raising their confidence and their belief in their bear abilities. (1985 80) Giving children word problems to solve is an important aspect of mathematics because it is an chance for them to use their knowledge of operations/ mathematical vocabulary and apply it to tangible life problems. Bottle says Giving children a real context for their problem solving gives them the best opportunity to become fluent in exploitation mathematical skills and procedures. (2005 33)After the kind/oral starter I ensured the learning objectives and success criteria were visible and shared with the children, so they could come over what they were learning and what they had to do to be successful. I then beseeched questions on what methods the children used for addition and subtraction, which gave them a chance to actively participate and broaden their mathematical knowledge. The NNS says Through a process of regular explanation and discussion of their own and other peoples methods they will begin to acquire a repertoire of mental calculation strategies. (1999 7)I continued to ask questions throughout the lesson to enable me to assess childrens understanding, assessing common mis encounters , analysing their methods and seek their language and vocabulary. Claxton says good learning starts with questions, non answers. (1990 78) I ensured I was enquire open ended questions in the main drill and plenary because I wanted to find out more well-nigh pupils understanding and to use their ideas to point discussion about concepts. Kyriacou says that open and higher-order questions are more intellectually demanding and stimulating. (1995 38) However during the mental/oral I tended to ask closed questions to limit the pace flowing. I tried to ensure I was big the children opinion age after each question so they did not receive under pressure. Harries and Spooner say Being asked to respond at speed is set as a source of great anxiety. (2000 36) This is why I resolute to give the children number fans to show their answer, so they did not feel endow on the spot. However I may flip given them too long to answer as the rest of the class scattered focus slightly. One str ategy I could waste used to avoid this was to ask a child a question, give them time to think about an answer, then ask other children in the class questions before returning(a) to the pupil who had been given time for a response. This also would have enabled me to keep the pace flowing and help everyone reach their potential. I had to try and keep the pace of my all in all class teaching at the correct level, as the class has a wide garland of learners with different abilities, therefore red ink too fast could cause the lower might pupils to become lost and going too slow could mean the higher ability pupils are not being challenged. Wajnryb says Students whose learning pace is faster than the pace of the lesson are prone to becoming bored, losing motivation and tuning out of the lesson. (1992 118)When I introduced the saucily topic of adding or subtracting multiples of ten I could have given the children time to discuss the methods they might use in groups beforehand. This would have given them the confidence to participate more when I gave them questions to answer. Brown says The opportunity for children to discuss ideas and pull their own opinions is crucial. (1998, 43) Additionally during the questioning I only asked the children who had their hands up for the answers, rather than asking other children to see if they all understood. I could have provided more opportunities for student participation by getting them to write an answer and present it gumption to the class, which would encourage every child to use mental calculation. The NNS says An ability to calculate mentally lies at the heart of numeracy. (1999 6) Giving the children mental calculations also contributes to the development of better problem-solving skills and gives them a sense of real life, as Thompson says Most calculations in real life are done in the head rather than on paper. (2010 163)The whole group teaching was safe as it enabled me to see the capabilities of all those in the class and adapt my practice accordingly. I organised the pupils on the carpet, to ensure everyone could see and so I could monitor behaviour, it also enabled me to notice changes in their posture and facial expressions, plentiful me clues about their understanding. Whole class teaching also meant I could busy the children in the subject they were covering rather than trying to stimulate their interest individually. Dean says An important part of the teachers role is to stimulate and interest children in whatever is to be learned. This is a valuable part of working with the whole class (2001 62)Before I sent the children to their tables to undertake their written activities, I ensured I explained and showed the children what I expected them to do, which aided their understanding. Teachers need to know the consummation of their childrens mathematical abilities in order to set appropriate activities, so as this was my first maths seance I had to ask the class teacher to help m e with this. OBrien and Guiney believe planning towards distinction is imperative and should be seen as integral to learningIt is a concept that has to be seen in an inclusive way, applying to everyone. (2001 ix) Therefore although children had the same learning objective, they recorded their answers in different ways. The lower ability pupils had to colour in the requested numbers on a number consecutive, where as the other children had to write the numbers, which tested all children whilst allowing them to work at their own pace. When the children applied their mathematics on their tables I ensured myself and the LSA worked with different groups in different sessions, so all children did not become too dependent on support and have the opportunity to work independently. Ball agrees construction you have a choice between killing your pupils interest and giving them a taste for independent thinking. (2002 17)The activities the children were completing all involved adding and sub tracting multiples of ten, however children had completed addition problems first so assumed the whole activity contained addition problems. Briggs and Davis say Here the child immediately sees something familiar inwardly the task and assumptions about the level of attention needed to complete the task. (2008 47) In future I will inform the children that there is a variety of symbols within their work so they need to read the number reprobate before working out the answer. Giving children a number square to use, however, did assist them with their learning as they could visually picture the numbers and see what they had to do to get the answer. The higher ability pupils struggled with partitioning numbers, so they resorted back up to the more familiar method of counting on or back to the required numbers. Although they did not use the required method, they still referred back to their previous knowledge and applied it to their work. Mooney et al say children tend to use those th at they have confidence with, which are likely to be earlier strategies that pupils revert to if not clear about new ways of working. (2009 15)Ofsted (2001) believe that the plenary session is the least successful part of the daily mathematics lesson. Therefore I wanted to ensure my plenary was not occupied by tidying up and that it did not become a reporting-back session for the children I had not worked with. This is why I set up a challenge of matching questions to the pertinent answer, which would enable me to see what the children had learned or were struggling with.You have to salute that you enjoy teaching, then challenge and assist children by engaging them with well-paced differentiation and thinking rationally about their needs, before being able to take positive action to increase their quality of learning. I am hoping that as they master information and skills, they not only learn more content, but will also become more able and motivated to take responsibility for the ir own learning. I am also hoping that I can develop a wider range of skills, and the knowledge of when to use them.