As the year has progressed, some of the teachers have started to make changes to their maths programmes to reflect the learning and teaching approaches they are using in the areas of literacy and integration.
Andrea, Katie and Kristen give the children priorities they are required to complete throughout the week. These include: Basic facts practice, rich task problem solving, word problems, Mathletics, and strand related tasks. The children can complete the tasks in any order, on any day.
The teachers run different workshops throughout the week. Workshops may be focussed on number knowledge, number strategies, or strand based. The children worked alongside their teacher to develop an understanding of their individual strengths and next steps. This information has been tracked on personal goal cards for each child. The children use these goal cards to help identify which workshops they need to attend.
Andrea, Katie and Kristen have had to develop planning and tracking templates and systems to ensure that the children's learning needs are being met and challenged. They have adapted and developed these systems as the year has progressed.
Some comments from the children...
“I like it because we get to learn the strategies we don’t know very well instead of just learning a new one each week. Sometimes we needed more practise but the whole group had to move onto a new strategy.”
“If you forget how to do something you can go back to another workshop. If you go and then you realise you don’t need to stay because you know it, you can leave. It is wasting time if we already know it. We learn about things we don’t know.”
"Miss Gordon has workshops and we go to them if we need to and if we don’t go but Miss Gordon knows we need to go she comes and shoulder taps us."
Andrea shared the changes she has made to her maths programme with the Senior Syndicate teachers. Her presentation is below.
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