Much of my own personal learning journey at the moment is based around the effective teaching of problem solving. As such, my RISE reflection for this term was a whole class lesson introducing and modelling problem solving strategies.
At first, my partner Ash was surprised that my whole class lesson went for only 8 minutes, however we both agreed this was more than enough time to model what I intended. Ash was able to share some great insights from her first RISE cycle around the challenges we, as teachers, face when delivering content in a whole class setting.
Ash, conveniently, also filmed a maths lesson however hers was a small group lesson. It was great to engage in dialogue about two crucial elements of a maths lesson. It was wonderful to see the students in her class engage so positively with the whiteboard table throughout the lesson.
I have continued to reflect on our RISE evaluate session with regard to my big question - How best might we deliver effective instruction and experience with challenging word problems in Mathematics?
My own teaching video appeared incredibly explicit with minimal student input. It was, I suppose, more of a 'Modelled Writing' style Maths lesson. This really made me think more deeply around the Gradual Release of Responsibility model and how best practice strategies for teaching reading and writing relate implicitly to the teaching of Mathematics.
Ash and I collaborated well during our session and it was great to be working within the same KLA.
As a result of my conversation with Ash, my goal for the remainder of the year is:
- To collect data on the impact of the Gradual Release of Responsibility Model when explicitly teaching problem solving in Mathematics.
This goal is going to bury me deep in professional readings and require me to find a way of collecting hard data on my own impact. Wish me luck team!
Thanks Ash for a great session - looking forward to more Maths chats in the coming months.