Peer Observation -Maths

Jill observed me teaching Maths on Wednesday 25 August

A copy of the obversation is below

The link to view the original https://docs.google.com/document/d/17H4F2WR8b851A-5Gc-UmtRdhQ69yEY1jwFNSUJamTls/edit

Term 2, 2018 Teacher Observation

Teacher: Debbie Observer:  Jill Skjottrup

Curriculum Area:

Maths

Activities Observed:  

Warm Up-

Using a rich task ,modelling first “how many more make … 10, then 20. Children selecting  groups to work based on self evaluation - Debbie asked

‘Have a think in your head..what is it you need to learn next…”

The task was leveled to ensure a challenge at selected level. The game process was based on the modelled activity but enabled children to work with a range of numbers at their appropriate level. Debbie roved between groups, then followed up with the group who needed the most teacher support to manage themselves and gain some success.

Whole class task modelled:

Using circle seating, Debbie demonstrated use of new game activity which combined basic facts and geometry. Children moved quickly into pairs /groups to attempt this task. Following this Debbie reminded the children of their independent activities displayed on wall in relation to their maths learning goal,which they were free to choose from.

Independent tasks and choices :

Children knew where to refer to on the wall to guide their choice of independent tasks. They were able to talk about their learning goal. They managed themselves with confidence and were able to cooperate with each other. Tasks were prepared to ensure that children had the hands on equipment required. Some choosing  using ipads to link into :mathletics, as well as blocks[outside] and dough[inside] along with other maths based tasks.

Group teaching :

Three groups were withdrawn from their independent tasks starting with two boys with well paced lesson to develop counting on using teen numbers and suitable materials . positive feedback from the teacher, enthusiasm and fun. teacher also feeding in the maths language, reinforcing the vocabulary and concept of ‘counting on’. The rest of the class continued to be  involvement in independent tasks. .

Debbie roved in between taking groups, The pace of the session was appropriate to the stages of the children and Debbie used statements like -

“How did you get that so fast?” “ I like the way you put eight in your head - and counted on to get 11,”  “Show us how you are doing that?:

Debbie also modelled and reinforced the use of maths language frequently.

The children’s responses were reinforced by using whiteboards to record their ideas and share these with a partner.Children who needed extra support were given individualised attention during and at the end of their group session.

Evidence of Student Agency in action:

There was plenty of choice for children to select their independent tasks relating to their goals. They managed themselves independently and cooperatively throughout.

Children showed confidence in engaging with the environment and each other as well as the teacher.There were many opportunities for them to identify where they thought their next steps would be and which group to join in with for the fun warm up rich task.

What I liked and will take back to my own practice…

The high organisation involved prior to maths session -all the activities were well presented and immediately available when needed. The rich task warm up was suitable for all to be involved in and the pace of the lesson management was most impressive.!

What aspects of the ‘Eskdale Way’ Curriculum were observed…

Children were encouraged given to take risks ,problem solve, and were given time to think.Learning opportunities were offered in a variety of ways-whole class, individually, mixed and ability groups as well as individual choice.Children were encouraged to share their learning . They were engaged meaningfully, building on existing knowledge, experience and interests. Debbie used a range of deliberate acts of teaching -revoicing, renaming , revisiting etc.

A rich task for the whole class began the lesson and lead to sharing, and problem solving.

From my observations today I wonder…

How can real life problems[from the children’s perspective be incorporated into the maths experiences and/ or across other curriculum areas so requiring mathematical thinking ?

Debbie Reflection…  I am thinking of trialling expanding on their interests e.g. I have a group of boys really into making paper planes so I’m thinking a provocation like, I wonder which plane can fly the farthest? might interest them and provoke them to set up a paper plane race which would involve exploring the concept of measuring.