Some were not ready for this step which is fine.
Here is my feedback from my peers.
What we liked...
- Mixture of target and non-target learners. Creating a supportive environment for the group.
- Repetitive questioning till children explain their working in full. Encourages children to get used to sharing their methods of working out
- Great use of language ‘exchange’
- “Is that what you are saying?” - awesome trying to encourage re-wording and talk moves.
- Using talk moves “Who agrees? Why do you agree?”
- Getting the ‘shy’ students to share their learning is awesome.
- I love your use of the whiteboard and small cards - you have really taken on board using materials to support and scaffold your students learning.
- Good to see you revising what you did in week 1 and 2
- Encouraging students to explain their thinking
- Good to see you using splitting of numbers
- Providing more questions for the learners who haven’t yet reached the same level of thinking as the others. While the other learners work out the other sums, T can focus closer on these learners.
- Could have the students try to explain it to one another.
I think this lesson was not the best work the students could have done. We did a lot of place value add/sub in the first three weeks of school, and have not visited it much since then. They have forgotten ALOT..
I also noticed the same thing while doing GLOSS testing last week, where all but one student had forgotten how to find 1/4 of a number, or even discuss what fractions were. This happened with ratios as well. I know that if they had a one off lesson on these topics they would remember it, but I couldn't teach them that during a test.
Next term I want to do 'maintenance Monday', where every Monday we practice skills or knowledge we already know, hence to maintain the knowledge. Then Tuesday-Friday will be the new math for the week. This will help students not to forget things they already know.