Wow! I can't believe it has been a term since we started V.O.P.
Second time around I recorded my Maths lesson again. My goal was to: To give children opportunities to demonstrate their understanding through oral language strategies such as think, pair, share.
I have been consciously trying to provide opportunities for the children to think, pair and share in Maths and really spending a chunk of time focusing on the language of Maths and unpacking it for the children. I found myself using the language and in turn the students used it a bit more. Sometimes we would slip back, but we are definitively getting better at it.
It was easier second time around to view my lesson and be less judgemental on how I looked in the top or the sound of my voice..lol...I could move past it now and focus on what was taking place. It was also good to have a discussion with Tameeka and see how far we have come.
Upon observing my lesson, some key things stood out:
-I was using more concrete material
-the children were using the language of Maths in their partner talk
-I needed to give more feedback and that
-I need to differentiate.
This became the focus of my discussion with Tameeka. Although I group the students based on their results from the Clinical Interviews and my observations- I sometimes forget that within the group there is a whole different range- which could be seen from my video- one student could not make one to one correspondence when counting by 1s and another who was flying through counting by 2s.
My focus now will be:
To differentiate activities according to ability within my small groups.
A way to do this will be to give instant feedback as well. I remember from the Hattie conference we learnt about how important it was to give feedback as it helped students know where they are at and where to go. SO in a sense I will be covering two areas that I would like to focus on.
Time to get thinking...