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RHPS Watching Others Work Reading Name: Erin Nelmes Teacher you visited: Tracy Sims Date: 14/6/2013

3 Lesson: Maths

Purpose of visit: To see another teacher and classroom in action and gather new ideas/ strategies for your own classroom and teaching practice in Maths Guidelines: You are in the classroom primarily to learn and observe. However, use this opportunity to get involved too. Ask the children what they are learning and why they are learning it. Think about where you are at with teaching reading strategies during the Maths lesson. Look at where the teacher is with teaching reading strategies during the Maths lesson. What can you learn from your visit? Think about where you are at with Learning Intentions and Success Criteria in the Maths lesson. Look at where the teacher is with their Learning Intention and Success Criteria in the Maths lesson. What can you learn from your visit?

In choosing to observe this person, what do you hope to see? How Tracy incorporates reflection into the lesson. I am looking to see the strategies she uses and whether the reflection links back to the learning intention and focus of the lesson. What was the Learning Intention for the Maths lesson? We are learning to: Use our knowledge of number patterns and place value to solve open-ended problems. This is Because: We need to be able to count accurately. We need to understand money. What Im looking for: Knowledge of number patterns, using prior knowledge, having a go, accuracy Were the Learning Intention and Success Criteria for the Maths task clearly What was the Maths strategy (s) observed? stated and visible? Reflection using David Anderson Questions. Referred to posters in the classroom. It was written on the communication board. Students referred to the board Group discussion. (Questions asked by Tracy, responses by students.) to remind them of the purpose of the lesson. The learning intention was clearly stated at the beginning of the lesson and restated throughout the What did we do today? Puzzles, problem solving, patterns, patterns by using session. decimals numbers, to problem solve using our prior knowledge. Were the Learning Intention and Success Criteria for the Maths lesson workshop monitored throughout the lesson and re stated? Tracys questions related to the learning intention. How does your knowledge of number patterns help you solve this problem? At the end of the lesson was the Learning Intention and Success criteria reflected upon? Through Tracys questioning during reflection time she brought students responses back to the learning, by saying What else? tell me more? What were we learning? About number patterns and how they work, place value by knowing where to put the numbers, use place value by knowing where to put the units and tenths. How did we learn it? By seeing how patterns work at the start, through using number patterns, through looking at the counting graph. What was easy? the smaller maths boxes because there wasnt too much to think about, using whole numbers, using place value to see the pattern, putting in your

own numbers to make your own, that type of stuff comes natural to me. 85% of the class thought it was helpful to start with a whole number chart. What was hard? Making one for someone else that was hard for them, I usually am only good at division and multiplication but now I am good at something else. How might we use this learning in the future: Working in a factory and using certain boxes with numbers. If you had to make a crossword with numbers, learning about fractions or decimals, How did the teacher and the student monitor the Maths strategy? Roaming around classroom and checking in with students as to their progress on the task as well and extending their understandings with questioning. Tracy asked students to explain why answers were correct and students had to justify using maths terminology. How was the achievement of the Maths strategy summarised at the end of the lesson? Linking the reflection back to the what I am looking for learning intention. Students also felt success when they made number pattern puzzles up for their partner to solve after they had solved the examples on the board.

What did you observe that you could try in your own classroom? - The David Anderson reflection questions. These could be used whole class, small group or as individuals. - Using the question How does your knowledge of ____ help you to solve ____ (Linking the learning to prior learning) more s trategically. - Open ended number puzzles to show knowledge of decimal number place value - Various reflection charts/ resources in the classroom that I could use too in my own classroom and make more visible. A short reflection on my own teaching practice in relation to today . . . - Must make the time to build in reflection in maths. - Utilise various resources for reflection in the grade and familiarise the students with the different formats. - Target my questioning around the learning intentions so students know what success looks like and are clear about the links to maths learning.