Peer Assessing

Children are peer assessing their work. I made a checklist for them to work through and this seems to work. These children made a video on how to peer assess. I believe (and have seen evidence) for the high achievers, this works well, a higher and a lower achiever works well,  but it does not work when you put low achievers together.

ETOC

During part of learning around healthy eating, I took my class t the local supermarket so that they could learn how to read labels to find out how much sugar and fat was in food. Children were ale to make informed choices about the types of food that were healthy and which foods should be eaten less. I think that by taking the children to the supermarket made the whole experience more valuable. I could have used empty food cartons with labels, but this would not have been as effective.

Mathematics Inquiry

Collaborative team inquiry, 2016

Question –

Will our in-depth knowledge of the maths progressions help to accelerate the progress of the at risk students when working in mixed ability groups?

Specific Goal: By the end of 2016, I am going to know the maths progressions so that I am able to quickly identify the levels the students are working at, and therefore, be able to move students on to the next level more efficiently.

• Research and gather maths progressions that adequately cover all the stands, are clearly outlines, and give examples.
• Make a folder/bound book of progressions that can be used when planning.
• Collaboratively work on building knowledge of progressions to help with anticipating student responses and know what they should be doing next.
• Set up are on RTC to record inquiry.
• Set regular times to add to RTC.

May 24th

Maths Inquiry - entries on blogs, reflections, what is working across teams, what do we still need to improve, share ideas and resources.

1. Collect progressions in all areas.
2. Check our own understanding of each progressions.
3. Best way to teach each progressions.
4. Use multiple types of equipment. Eg, use pictures of people, cars etc to get children to visualise what the question is asking. Bring resources and student progress to the next meeting to share - does the maths talk improve with use of specific equipment? We will add to our blogs.
5. Look at the wording of the old gloss - create a problem around stage 6 - make equipment to use with it.

Team discussed using visual aids to help our at risk students. We want to see if using these aids will increase the probability that students will understand the problem.

June 9th

Shared ideas and created a shared folder with visual aids.