Challenging Advanced Learner - through regular worksheet, through multi-level task, through problem posing and through challenging problems.
We start by summarizing how to support struggling learners and the class came up with six, I topped it up to seven.
We also saw five ways to challenge advanced learners.
We summarized the five pedagogical tools to help students acquire and refine concepts and to acquire conventional knowledge (eg order of operations)
Notes on Six Elements
Teaching students to document their thinking is an on-going affair.
In this Primary 1 (Singapore) or Year 2 (UK) lesson on addition of three one-digit number by making ten, a small entry such as this is sufficient, if journaling is a daily affair. I suppose that is why it is called a journal - a daily record. | Six Elements #4
Participants hear about lesson study and experienced a research lesson and the post-lesson discussion. We discussed Stage 1 Setting Research Goals and Stage 2 Planning Lesson and demonstrated Stage 3 Research Lesson and Stage 4 Post-Lesson Discussion.
Points of discussion included the use of children's mother tongue languages
MENDAKI organised an event in conjunction with the start of the next phase of RoPE. An Open Lesson was conducted with a group of 38 Primary 6 students.
At Yuhua Primary School, I gave a 'lecture' on strategies for word problem solving - gradual release of information, changing one of the information given and letting students pose questions based on a paragraph.
I also showed immediate feedback and checking of students' works journal before the lesson ended.
The third point of the session was learning computation at a high level. | Mendaki and Yuhua Primary School
Panel on The role of Textbooks in Teaching to Mastery Chair - Khaled Choudhury Moderator - John Grove Panelists - Jeremy Hannay | Tony Gardiner | Greg Wallace | Sabina Netttey | London
Summary | A high-quality set of panelist of leading mathematician and head teachers and deputy head teacher and curriculum adviser. Jeremy presented ideas on mastery in relation to Skemp. He invited panels to consider textbook quality and structures that create freedom.
He refers to various tools to develop mastery, one of which is the use of variation in designing practice.
Jeremy also used a phrase I coined for formative assessment- runway indicators.
Bloom, B. coined maths mastery four decades ago. Today, we continue to discuss it.
My favourite point of the session was when Tony 'reprimanded' the audience not to assimilate but to accommodate, referencing Piaget. He was worried the audience is using existing mindset in their participation in the panel. He said we should struggle with ideas being brought up because a lot of things discussed requires a different way of looking at things - "a different mindset altogether" as Sabina put it.
Keynote Lecture was presented by Tim Oates.
Key Note Address: The Journey to Maths Mastery in the UK Tim Oates, Group Director of Assessment Research and Development, Cambridge Assessment, United Kingdom
Day 1 | Case Studies on Addition within 20 (6 + 8), Division of Fractions (3/4 divided by 2), Subtraction within 1000 (300-175) and Long Division (51 divided by 3) to understand how problem-solving lessons can be used to help students acquire basic understanding of the four operations.
We also did a practice-type lesson (two-digit multiplication) using the problem-solving approach.
We discussed theory-based strategies.
We discussed ways to support and challenge.
We learn to help students learn to make connections, to generalize and to develop number sense.
Sam received £3 pocket money each day. On weekdays, he spent £2.60 and saved the rest. On Saturday and Sunday, he saved all of the £3. Starting on a Monday, how many day did he take to save £50.
Metacognition, visualization and interpretation of computation are essential in solving problems such as the above.
At first, Jack, Kim and Larry had a total of £4.50.
Then, Jack gave Kim half of what he had.
Kim then gave Larry 2/5 of what she had.
Finally, Larry gave Jack 4/7 of what Larry had.
As a result, all the three of them had the same amount of money.
Is it possible to find the amount of money each of them had at first?