Posted in TS1, TS4, TS8

Class Collective Worship

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During my time at St Marie’s Catholic Primary School, I was able to teach a topic of the Come and See curriculum. I concluded the topic by leading a class Collective Worship, which the children designed and contributed towards.

This was an enlightening session, in which children reflected upon what they had learnt and what they wanted to carry forward with them after the topic.

TARGET: Continue to explore the RE curriculum.

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Posted in TS1, TS3, TS4, TS7

The Importance of Concept Maps – Computing

This was an introductory lesson for the topic of Concept Maps in computing. This lesson did not use any computers (unplugged activity), but got children being active. It presented to children the importance of concept maps and challenged their thinking about how and what makes an effective concept map. Children shared their ideas and passed the ball of wool on to another person in the room to share their ideas. This created something like a spiders web, and showed the children that it is greatly important to organise our ideas.

During the lesson I used good behaviour management, setting out my expectations and using positive praise and feedback to highlight good behaviour.

 

TARGET: Continue to explore creative teaching activities.

Posted in TS1, TS2, TS4, TS5, TS6

Differentiation in Maths

 

In my Phase 2 placement, the school took a differentiated approach to Maths. This meant that they planned their lesson daily, with the first lesson being a whole class input and the follow up lesson being planned for differentiated groups.

I really enjoyed this approach as it allowed all children to progress to the level which suited them. It gave children the opportunity to either revisit a particular area or to attempt the next steps at Greater Depth.

Although this meant that they was more preparation for the lesson, with many activities being planned, children progressed at significant amounts.

Above are examples of the differentiated activities. The main focus of the class was to try and get on to the next steps which was problem solving.

TARGET: Continue to explore differentiation techniques.

Posted in TS3, TS4

Faeces Science – Carnivores, Herbivores and Omnivores

I believe that practical and contextual learning is a very important part of education, especially during science.

Whilst teaching in a Year 1 class I had the opportunity to teach the topic of carnivores, herbivores and omnivores in science. During this, children had the opportunity to be a naturalist, like David Attenborough, and try and find which faeces belonged to which animal by dissecting the fake faeces.

Children were using inquiry skills and were using a variety of other scientific skills throughout. All children found it extremely enjoyable and made great progress, applying the knowledge that they had used in previous lessons.

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TARGET: Continue to use contextual learning.

 

Posted in TS2, TS3, TS4, TS5, TS6, TS8

Differentiated Planning

Having experienced different formats of planning, I have been able to see the different ways that teachers differentiate their planning.

On my current placement I have been introduced to the schools format of maths planning, in which teachers plan daily. The first lesson is a whole class input, with children completing the same activity. This is differentiated through teacher/TA support and resources, as well as implementing next steps for the children to attempt once completed. Through formative assessment and summative assessment of the children’s work that lesson, the teacher decides what to do in the next lesson. This may be moving on to a new area of the topic, or to revisit what the children have just done in the lesson.

When revisiting, children are grouped in to 3 different groups (working towards, expected greater depth – though children are not aware of this) and the input and activity is differentiated according to how these groups of children managed the previous lesson. Each group has their own teacher input at various times throughout the lesson and of various lengths of time depending on their needs. Whilst a group is having the teacher input, the other two groups work on an activity that reinforces or further develops that learnt previously. A TA works with these two groups to support them.

I have found that this planning approach is extremely beneficial, as teaching is adapted appropriately so progression is ensured for all children. It is extremely important to be aware of the children’s prior knowledge and to build on this, but also to guide and allow the children to reflect on the progress that they make throughout. However this approach will only be fully successful with a TA, so that the children maintain their focus and have someone to go to without interrupting the teacher input and other children’s learning.

 

TARGET: To continue to explore differentiated teaching methods.

Posted in TS2, TS4, TS5

Modelling

The area that I found most difficult during Phase 1b placement was modelling. Having not much experience in a Year 1 classroom, I was unaware of the need to model when setting tasks for the children to complete.

Even though I was giving good explanations of what the children had to do, I was finding that their completed work was not what I expected. Following a discussion with the class teacher, it was highlighted to me the great importance of modelling. From then on, I ensured that I used this technique.

One of the best ways of modelling was printing out an enlarged version of the work that the children had to complete. I would then begin to complete it on the board, asking the children lot’s of question to ensure understanding and knowledge. I found that this was a very effective approach, with children completing the work to the standards set. I was able to use modelling within many of the lessons taught, including English, during which I would model what was expected using guided writes and class writes.

 

TARGET: Continue to use modelling when needed.

Posted in TS2, TS3, TS4, TS7

Planting Beans

I am a strong believer in hands on and practical science. I have seen for myself how it can engage and motivate children to investigate further and ask questions which help to develop their understanding.

 

In the final few weeks of the summer term, children planted beans as part of their science topic ‘Plants’. Children planted these themselves, cared for them and kept a diary, recording their observations of the bean as it grew over the weeks. I found that this was a great way for children to take responsibility for their work and you could see that the children had a sense of pride when their bean began to grow.

 

Even after the summer holidays I have received an update onthe beans (they could challenge Jack and the Beanstalk!!), showing a positive impact on the children’s attitudes towards learning and their development of understanding.

 

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TARGET: To continue to include physical and hands on experiences and experiments with in science topics.