1.2 Understand how students learn
Proficient level: Structure teaching programs using research and collegial advice about how students learn.
Having heard great things about Ann Baker's Natural Maths, I was excited to be invited to attend a day's workshop ran by Ann Baker on teaching problem-solving to primary-aged students. The workshop provided many practical examples for all year levels plus ample opportunity to work collaboratively with peers. There was a strong focus on how to write meaningful and engaging problems for students.
Some key points that I have taken away from this day are:
1. Problematised situations need multiple entry points and should offer different levels of difficulty. It's not about everyone getting the answer, but about the thinking and strategies used
2. It is important that students show ALL their working on the page so strategies and thinking can be discussed
3. If students come to us very early on and ask 'Is this right?', then they should be asked to 'Come back when you know it's right'
4. Concrete materials should only be used if the problem asks for it. For example, if the problem is about legs on crabs do not give them paddle pops for legs as this can only confuse the student
5. Students should not be getting 10/10 every time as this means the level of difficulty is not high enough
When looking at each problem it is important that there is adequate reflection time as a class. It may even be necessary to have a mini reflection half way through the lesson to provide some students with strategy ideas. Problem-solving lessons should be followed up by strategy lessons and further problem-solving opportunities optimising the time that students can practise skills and strategies learned. The ideal is at least 2 problems per week.
These are some examples of the problems we discussed during the workshop
Some key points that I have taken away from this day are:
1. Problematised situations need multiple entry points and should offer different levels of difficulty. It's not about everyone getting the answer, but about the thinking and strategies used
2. It is important that students show ALL their working on the page so strategies and thinking can be discussed
3. If students come to us very early on and ask 'Is this right?', then they should be asked to 'Come back when you know it's right'
4. Concrete materials should only be used if the problem asks for it. For example, if the problem is about legs on crabs do not give them paddle pops for legs as this can only confuse the student
5. Students should not be getting 10/10 every time as this means the level of difficulty is not high enough
When looking at each problem it is important that there is adequate reflection time as a class. It may even be necessary to have a mini reflection half way through the lesson to provide some students with strategy ideas. Problem-solving lessons should be followed up by strategy lessons and further problem-solving opportunities optimising the time that students can practise skills and strategies learned. The ideal is at least 2 problems per week.
These are some examples of the problems we discussed during the workshop
The other brilliant tip from Ann was to create a classroom maths journal. This is as simple as using an A3 visual art diary & adding photos/explanations/examples of work from the maths work the students have been completing. This journal serves multiple purposes:
- It acts as a reference to the students of what they have covered previously (particularly useful for students who may have been away from class at any particular time)
- Parents can visually see what their child has been doing in class, as often maths is not recorded in books and is not available for people to see