My RISE goal was to use the learning intentions and success criteria to guide my questioning when working with the students in addition tasks during fluency groups.
My video reflection recorded on the 18/6 demonstrated that questioning of the students considered the learning intentions and success criteria, while the students competed working on addition problems. The questioning for the students became meaningful as it was targeting what they needed to achieve and guide their thinking to obtain this goal throughout the lesson.
I wanted the lesson to be interactive with the use of concrete materials to consolidate the strategies used when completing addition problems.
The students in the group seemed to really enjoy the interactive component, as well as manipulatives, that were used. While I was monitoring the students’ independent work I found that the students understood the concept of addition and using concrete materials helped them in a visual way to explain the strategies they had used to obtain an answer.
Myself and the students had a good grasp of what needed to be achieved in the lesson judged against the success criteria that they understand. This was shown through pupil discussion, reflection and recorded summaries. This was ascertained by my monitoring throughout the lesson.