My Future Classroom
In my future classroom, I endeavour to ensure students are;
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Experience & Observations;
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Upper Years
During the past four years on practicum rounds I have been fortunate enough to implement a number of different maths sessions and be a part of numeracy planning from years 3-6. During my sessions I have placed great focus on ensuring students under the sessions WALT (learning intention) and develop success criteria as a class so students are aware of the steps they need to take in order to be successful during the days Maths session.
I take considerable time when planning numeracy to ensure whenever possible that each lesson begins with a fun, hands-on warm up activity/game where students are practising a particular maths skill they will require for the most part of the lesson. Warm up activities are a great way to motivate students to want to learn, participate and are accessible to all students regardless of ability.
My lessons are visually appealing where possible, hands-on and will often incorporate technology and group work. I will always bring the lesson to a close with reflection and sharing time, where students have often completed reflection activities from Andrea Hillbricks '10 Minute Tops' handbook to reflect on their learning and understanding.
During the past four years on practicum rounds I have been fortunate enough to implement a number of different maths sessions and be a part of numeracy planning from years 3-6. During my sessions I have placed great focus on ensuring students under the sessions WALT (learning intention) and develop success criteria as a class so students are aware of the steps they need to take in order to be successful during the days Maths session.
I take considerable time when planning numeracy to ensure whenever possible that each lesson begins with a fun, hands-on warm up activity/game where students are practising a particular maths skill they will require for the most part of the lesson. Warm up activities are a great way to motivate students to want to learn, participate and are accessible to all students regardless of ability.
My lessons are visually appealing where possible, hands-on and will often incorporate technology and group work. I will always bring the lesson to a close with reflection and sharing time, where students have often completed reflection activities from Andrea Hillbricks '10 Minute Tops' handbook to reflect on their learning and understanding.
Middle Years
When on placement during first year, mathematics at this school followed a somewhat traditional approach with a number of different worksheets. When planning for my own sessions, I made use of the classrooms Interactive White Board and exposed students to a number of different interactive maths games and websites to held enhance the mathematical learning of the students. I enjoyed implementing lessons that were hands on and interactive. During a unit on fractions, students were using fake pizza, paper cut outs, chalk and iPad apps to assist them in their understanding of this concept.
During this unit in 2011 and since than, I have used open-ended tasks in Mathematics to allow students to explore their thinking and focus on the process of an equation or sum rather than the end result. Using open ended tasks has enabled me to adapt questions to suit the varied ability levels in my classrooms and extend/challenge some further. Open ended questioning allows for discussion about sums, processes and outcomes where students have the opportunity to share and peer teach
When on placement during first year, mathematics at this school followed a somewhat traditional approach with a number of different worksheets. When planning for my own sessions, I made use of the classrooms Interactive White Board and exposed students to a number of different interactive maths games and websites to held enhance the mathematical learning of the students. I enjoyed implementing lessons that were hands on and interactive. During a unit on fractions, students were using fake pizza, paper cut outs, chalk and iPad apps to assist them in their understanding of this concept.
During this unit in 2011 and since than, I have used open-ended tasks in Mathematics to allow students to explore their thinking and focus on the process of an equation or sum rather than the end result. Using open ended tasks has enabled me to adapt questions to suit the varied ability levels in my classrooms and extend/challenge some further. Open ended questioning allows for discussion about sums, processes and outcomes where students have the opportunity to share and peer teach
Early Years
Although I have had little experience with Early Years students, I understand at this level, mathematics has to be hands on, relative and requires a patient educator. Objects such as MAB blocks, counters and unifix cubes are tactile objects that I look to use to engage students in the early years in mathematics as it is through manipulating everyday objects and discovering ways to solve problems that children gain a true understanding of mathematics.
Although I have had little experience with Early Years students, I understand at this level, mathematics has to be hands on, relative and requires a patient educator. Objects such as MAB blocks, counters and unifix cubes are tactile objects that I look to use to engage students in the early years in mathematics as it is through manipulating everyday objects and discovering ways to solve problems that children gain a true understanding of mathematics.