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** Develop my Teaching, Learning and Planning **
 * ==__My Goal__==

There should be no over explaining and there should be more thinking by the students. This should be done with careful questioning. · ** ‘What is going on? ** · ** Can you think of a way you could do this problem? ** · ** What can you do to solve this problem without using this method? **
 * __ 25th March __**
 * Using Gloss assessment –take the optimistic approach and look for the best effort. The strategy they use to solve a question, even if answer incorrect, determines their stage. **
 * Wording the learning intention for the strategy is at variance to general class lessons. His attitude in maths is don’t give a specific learning outcome of the strategy which you are planning to introduce. **
 * “__one loses the opportunity to think if you suggest what strategy you are teaching at the beginning of the lesson using a problem to suggest a strategy is more productive__. “ **
 * His questioning method encourages children to work out alternatives **
 * By using knowledge they already know you can direct them towards developing alternative strategies. **

__ June 08 __
**The focus of the lesson that Geoff took was how to move children from using materials to imaging. Geoff determined what stage the children were at and, by using plastic teddies, was able to determine that most of the children were at the counting on stage.

He did this be saying the yellow teddy in a line of teddies was number 9 and so the children who were already at counting on stage could just start from that teddy.

Getting children to verbalise what they were doing quickly showed the children's understanding.

Geoff re affirmed that the understing and achievement of the prior learning at every stage is essential for the child to grasp the next concept and to move onto the next stage.**

__August 04__
**The focus of this lesson was multiplication and division.** ** Start with division ** **9 beans to share between three plates -** **Is it fair? -** **How many? -** **By starting with division, it puts them into** //**equal groups**// **ready for multiplcation** **Multiplication** **-** **bringing together of equal sets -**  **language ‘sets** //**of’**// **‘groups** //**of**//**’’ ‘piles** //**of’**// **’ - **  6x2= This mean 6 groups of 2 not 2 groups of 6 ==__September 14__==
 * The focus of this lesson that Geoff took, was teaching subtraction to children moving from Stage 2 to Stage 3.

The important vocabulary was 'first' 'last' and 'what does the last number tell you?'

eg/ A set of bears. We are going to take away 2. Which ones do we take away? Do we have to count them all again?What does the last number tell you? Which is the last bear? eg 17-2=?**

__October 20th__
Has been broken in to.
 * The main message I got from Geoff's session on fractions was the importance of the whole or 1, which gives fractions meaning. The bottom number in a fraction tells how many pieces the whole ( or 1 pizza, loaf of bread etc)

Can use shapes that fit other shapes, paper that can be folded up, a tower of cubes, 1 snake of beads, a cotainer with beans.

We need to build up a total language picture for children to understand fractions.

I used the pizza shapes with my Year 1 class and a long strip of paper that was a loaf of bread. The children were able to draw lines to show halves and quarters on the pizzas and up to one tenths on the loaf of bread. It was an effective way of doing fractions.**

__-2nd November__

 * Geoff observed me introducing half to my class.****This was done in practical way - we all went to a restaurant and ordered cardboard pizza - one between 2 people.****How are we going to share this?** **cut into unequal pieces-it** **has to be 2 equal pieces** **you get 1 piece of the 2 equal pieces.****hence 1/2**

__Reflection__
Learning objective has been given as a problem/question. So children can do more thinking and better learning Teacher to ask correct questions.
 * Has re-affirmed for me the developing the lesson in a story /problem way.

Learning objectives should be like a bikini- showing you a little and leaving the rest to the imagination.** none || ||   || Type in the content of your page here.
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