Friday, April 29, 2016
We use these problems to look at how to
- help students with managing information in word problems (metacognition)
- help students develop visualization through bar models (visualization)
- help students in presenting solutions (communication)
- encourage students to do mental math during the solving of word problems (oh! its's embarassing.) (number sense and metacognition)
Thursday, April 28, 2016
Ross Taylor Symposium
We discussed the question of mathematics lessons that work.
Wednesday, April 20, 2016
Lesson Study at CHIJ Our Lady of Good Counsel
A group of teachers from England and the US visited the school and participated in two research lessons in mathematics.
I think one area of work the school can work on is teacher growth through lesson study.
In one research lesson, we saw students learning to measure mass of things less than one kg.
In my comments as knowledgeable others, I brought up three points. First, this lesson is a study of exploration versus structured learning. Second, this lesson afforded us to rethink which parts of the lesson can be taken out of the hands of the teacher and done using technology.
In addition, the three tasks for guided practice - weighing A, B and C, allows formative assessment (assessment for learning). Students got the correct reading when the reading fell on numbered parts of the scale such as 250g but there was a range of answers when it did not. I asked the question on how the teacher could make use of this assessment data to help students learn to read the scales correctly in such situations | Lesson Study
Friday, April 15, 2016
- Anchor Task ~ we discussed how to bring anchor tasks to live and have a chance to work with grade level colleagues on how to craft anchor tasks
- Guided Practice ~ we discussed how variation is embedded in good practice
- Independent Practice
Thursday, April 7, 2016
Kindergarten | We looked at the idea of making one out of ten - for example students putting toy bears in tens and building a structure (which they stea afterwards) using ten cubes. This is fundamental to counting to twenty.
In Grade 1, we see adding ones to ones, tend to tens, renaming and breaking numbers apart appropriately are key ideas in addition within 100. We also discussed conditions of learning.
The middle school studied two lessons - one on exponents and the other on measures on variation.