Transcript Slide 1

Active Learning: Making it work
(without exhausting yourself!)
Amy Sinclair
3 May 2011
Email –
[email protected]
Website –
www.activelearninginmaths.co.uk
Your page http://www.activelearninginmaths.co.uk/cpd-andsupport-services/kingswells.html
Just Ask!
Active Learning
Active Learning
Games
ICT
Group work
Interactive
Differentiation
Thinking
Outdoor
Questions
Increased
Discussion
Crosscurricular
Problem
Solving
Movement
Collaborative
Reflecting
Mental
Maths
Learning
Styles
Active Learning
Misconceptions
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Physical movement required
Very noisy
Lots of resources
Always in groups
Contextualised and cross-curricular
No evidence
At the end of topic (or only at end of term!)
Active Learning
Active learning is learning which engages and challenges children’s
thinking using real-life and imaginary situations. It takes full
advantage of the opportunities for learning presented by:
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spontaneous play
planned, purposeful play
investigating and exploring
events and life experiences
focused learning and teaching
supported when necessary through sensitive intervention to
support or extend learning.
Building the Curriculum 2 – Active Learning in the Early Years
Mental
agility
Active
learning
Links across
the
curriculum
Discussion,
communication
and explanation
of thinking
Using
technology
Learning
collaboratively
and
independently
Development
of
mathematical
thinking skills
Relevant
contexts
appropriate
and effective
ways
Problem
solving
capabilities
Assessment is
for learning
Learning Together
Making it work
Making it work
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Be a cheerleader for Maths
Make it cool and raise the profile
Make it real and relevant
Encourage ‘what if?’ moments
Let them play, change and make decisions
Work and learn together
Value mistakes as opportunities to learn
Making it work
• Not everything, all the
time!
• Takes time to build the
ethos and relationships
with pupils
• Change one thing a week
Making it work
• Explain to the kids why you are changing
things and get them to evaluate
• Find what works for you and your pupils
• Share with colleagues (ICT space, physical
space, chat, reesources)
General Plan
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Whole class activities and games
Group activities and games
Group problem solving
Group challenges
Lesson structures
Active Support
Assessment and recording
Planning next steps
Autograph Hunt
The answer is ...
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Whiteboards
Whole class
(Easy homework!)
Exchange facts
40  2
100  5
4x5
2 x 10
0.2 x 100
30 – 10
100 – 80
1081.5 – 1061.5
5 + 15
16 + 4
- 40 + 60
Broken Calculator
Identify the keys which still
work
Set 8 target numbers
Reach the total using only
the working keys
Show me activities
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Digit cards
Number fans
Whiteboards
Flip flaps
Unison Response
• Pendulum
• Counting stick,
• Thigh, clap, snap, snap
Cover-ups
This could be on any topic:
• a 100 square
• multiplication grid
• place value grid
• shape grid
• fraction grid
Around the world
Question master and judge picked
Pupil who starts stands behind chair
Question asked and fastest ‘travels’
See how far they can travel
Possible to have several at same time
Variation: Hot seat
Human Number Lines
• Decimals
• Fractions
• Place value
• Variation: place value hats
Time Warp
MILLION
HUNDRED
TH
TEN
TH
TH
H
It’s just a jump to the left
Or a step to the right!
T
U
Empty Number Lines
37 + 29 =
Hit the tens
+3
+6
40
37
+20
66
46
Jump the tens
+10
37
+10
47
+3
57
+6
60
66
Empty Number Lines
37 + 29 =
Over jumping
+30
-1
37
66
67
Draw a number line picture for the calculations below. Explain it
to your partner and compare your pictures. What is the same?
What is different?
23 + 15
143 + 79
87 - 39
24 - 36
(4 x 5) – 2
Post-it game
A post-it is put on your back/forehead
It has a number/shape/symbol etc on it
You have to work out what you are by asking
other people questions which can be answered
yes or no
Once you know what you are you have to put it
on display e.g. no line, venn diagram, table
Can do calculations instead of numbers
Variation: head bands
Shape Statues
In groups,
pupils create
a statue of
the given
shape
Maths Karate
Number Rhythms
Each group takes a different no
Teacher claps out steady rhythm
Groups to clap the multiples
Odd numbers
Multiples of 4
Divisible by 4
with a
remainder of 2
Count up in
intervals of 0.5
Divisible by 5 with no
remainder
Any number with
0 units
Time Table Aerobics
Call out a number and pupils have to do an
action of a number it can be divided by
1 – stand up straight with arms up
2 – elbows out to side
3 – Y shape
4 – knee up
5 – star jump
Number Congo
Chant times table facts as you conga!
4 x 5 is 20
4 x 5 is 20
Na na na na!
Or times tables in order
1 x 7 is 7, 2 x 7 is 14 .....
Number Hats
Children have a set of numbers on their hats
Teacher gives instructions based on the number
Use mixture of movements
- Stand up
- Hop on one leg
- Touch your toes
- Star jump ....endless possibilities!
- AUTOGRAPH HUNT 2
24
Graphs
Below 0
0 - 10
11 - 20
21 - 30
31 - 40
Carroll Diagrams
Multiples of 3
Odd
Even
Multiples of 5
Venn Diagrams
Even
Numbers
Numbers
larger
than 25
Find a partner
8
15
4
+-
x ÷
12
1
Make 12
3
24
2
Floor Tiles
Scatter tiles on the floor
(Commercially available or buy a cheap yoga
mat and use a permanent marker)
Combine with hats
• Find a tile to make a total of
• Find a partner and stand on your total
Pass the parcel
• Use a box of maths flashcards
• Pass round to the music
• Open the box and answer the question
I like game
Teacher/leader chooses a rule
Everyone has to guess the rule
being used
Leader says “I like 27 but not
26”
Pupil might think the rule is
odd numbers so asks “Do you
like 13?”
Challenging game – it can help to have a number square
in front of them to cross out and circle as clues are given
Ping Pong
A asks a question and throws ball to B
B answers
B asks a question and throws to A
And so on
Every now and again say ping and your
partner has to respond with pong
Add a competitive element –
1 point when you catch out your partner!
Maths Orchestra
• Set a different step for each group e.g. count in
10, 0.5, 5 and 50
• When you point to a group they count in their
sequence as you wave your hands
• Swap groups and they have to pick up from the
last number the previous group said
• Change groups, change tempo
Walkabout
• Pupils all write a number or calculation on their
whiteboard and walk around the room. When
you call stop, they find a partner near to them
It could be:
• Total their numbers or difference between them
• Double or half
• Round them
• Multiply by a given number etc
Stop and Think
• Have you used any of these
before? If so, discuss if they
worked well in your class.
• Are there any you would like
to try? How could you use or
adapt them?
• What are the benefits and
challenges?
Curriculum for Excellence
“At all stages, an emphasis on collaborative
learning will encourage children to reason
logically and creatively through discussion of
mathematical ideas and concepts.”
CfE Principles and Practice
Mathematics and Numeracy
Outcomes and Experiences
I can share ideas
with others ....
... sharing my
solution with
others.
... explaining my
choice of
method.
I can work
collaboratively,
....
... sharing my
findings with
others.
I can explain
...
I have discussed
...
... and can share
my ideas about ...
I have worked
with others to
explore ....
... and explain my
thinking to
others.
using the
experiences of
myself and
others...
I can ask and
answer questions
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Why use group work?
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Greater productivity
Higher-level reasoning
More time on task
Improved morale
Greater independence
Interpersonal skills
Resilience and coping strategies
Establishing / maintaining friendships
Circle Games
Poster Brainstorm
Write down as many facts as you can about your shape
or number
Move to next poster and repeat
Once back at home poster circle 5 most interesting/
important facts
Pick a group member to present
Tarsia Puzzles
Jigsaw puzzles can be
created based on patterns
of tessellating shapes.
You can also create follow
me cards, matching cards
and domino games with
either 8, 12, 16 or 24
pieces.
Number Puzzles
Number Puzzles
SUDOKU & KAKURO
www.krazydad.com
KENKEN
www.kenken.com
Sign up for
teachers and
students
Spinner Games
FREE RESOURCES
http://www.beam.co.uk/mathsofthemonth.php
Stop and Think
• Have you used any of these
before? If so, discuss if they
worked well in your class.
• Are there any you would like
to try? How could you use or
adapt them?
• What are the benefits and
challenges?
Group Problem Solving
To emphasise that problem solving is
fundamental to good learning and
teaching in all aspects of mathematics
and its applications, problem solving will
be addressed within all lines of
development rather than appearing as a
separate element.
Building the Curriculum 1
Teaching today’s children to become the
thinking, caring leaders who will be able
to solve the world’s increasingly complex
and quantitative problems requires a
total commitment, not just a Friday
afternoon contribution.
(Willoughby, 1990)
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5
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1
5
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4
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5
2
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5
2
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Could you make another magic V?
How many could you make?
What is the same about all your solutions?
What is different?
Why do you think that is?
Do we have every possible solution?
How do you know?
Do you think that will always be the case?
4
5
2
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6
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Could you make another magic V?
How many could you make?
What is the same about all your solutions?
What is different?
Why do you think that is?
Do we have every possible solution?
How do you know?
Do you think that will always be the case?
How is this similar and different to the last
challenge?
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Could you make another magic V?
How many could you make?
What is the same about all your solutions?
What is different?
Why do you think that is?
Do we have every possible solution?
How do you know?
Do you think that will always be the case?
How is this similar and different to the last
challenge?
CHALLENGE 4: WHAT IF ........
We used V with 3 on each leg
then 4 on each leg.
What if we had 5 or more?
We used 1 to 5, 2 to 6, 1 to 7 –
what do these have in
common? What if we used
other consecutive numbers?
We used consecutive numbers.
What if we used consecutive
even numbers? Or consecutive
odd numbers?
We used a V shape.
What if it was an X or a W or a
Y?
LOW THRESHOLD, HIGH CEILING
MATHS SKILLS
Adding single digits numbers
Odd and even numbers
Halving a number
Consecutive numbers
THINKING SKILLS
Trial and error
Patterns
Properties of numbers
Working systematically
Generalising
Describing rules and
relationships
Using Roles
Using Roles
Using Roles
Shoulder
Partner
Face
Partner
Problem Progression 1
Problem Progression 2
At the dancing class each
dancer has to do a spin with
each of the other dancers only
once.
There are 5 dancers. How
many spins will be made
altogether?
Problem Progression 4
Problem Progression 5
Take some time to look at the route
the arrows follow in this diagram.
You might like to look away from the
page and try to describe their path.
Will the route pass through the point
(18,17)? If so, which point will be
visited next? Explain how you found
out.
Through how many points does the
route pass before it reaches the point
(9,4)?
Explain how you found out.
FREE RESOURCES
http://nrich.maths.org/public/
Stop and Think
• Have you used any of these
before? If so, discuss if they
worked well in your class.
• Are there any you would like
to try? How could you use or
adapt them?
• What are the benefits and
challenges?
Extended Challenges
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Same groups vs. changing groups
Equal ability or mixed ability
Make the social skills explicit
Act out what you want and don’t want
Write job descriptions or hint sheets
Make a set of rules (review regularly)
Use techniques to manage who speaks, time
keeping, voting, deciding on roles
• Praise effective examples
Look at these mathematical words. The way they are displayed
tell us something about their meaning.
Can you think of some more?
Story Writing
ARITHMOPHOBIA- FEAR OF NUMBERS!
Imagine the prime minister has a phobia of the number 5 so it
has been banned. How would that change things?
Think about:
• What about birthdays?
• What about prices?
• What about times?
• What about the maths you do in school?
• What about measurements?
• What would be the hardest thing to adjust to?
• How would it change your life?
Story Writing
Octophobia - Fear of the figure 8
Symmetrophobia- Fear of symmetry
Asymmetriphobia – Fear of tightly packed shapes
Chronophobia- Fear of time
Chronomentrophobia- Fear of clocks
Chrematophobia- Fear of money
Bathophobia- Fear of depth
Catoptrophobia- Fear of mirrors
Hexakosioihexekontahexaphobia- Fear of 666
Write a song
• Create a song to tell me everything you have
learned about our topic
• Think about the vocabulary you know and the
key facts you have learned
• Practise your song and be prepared to
perform it to the class
Write a song
More at - http://www.mattgillbe.co.uk/CMQN_maths_questions.html
TASC Wheel
www.tascwheel.com or
Google TASC wheel for
more info
Design a drink
Bridge Building
Bridge Building
FOCUS ON MEASUREMENT but ....
• buy one, get one free
• selling on resources
• exchanging money
• number calculations
• estimating
• properties of shape
• angles
• timing events
• many social skills
Presentations
Present to each other
Present to another class
Present at assembly
Visitor comes to your class
Presentation for parents
Movie Maker
Make a class activity
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Loop cards
Always, sometimes, never cards
True or false sorting cards
Mark my work activity
Dominoes or jigsaw game
Investigation prompts
Quiz or millionaire questions
Treasure hunts
Make a game
Create a game
using this grid,
up to 2 dice and
10 counters
Up to 10 counters
Travel Plans
• You and your partner have £200
• Where is the furthest away place you could get to on
your budget?
• Plan several different trips and explain which you
would choose and why
• What if you had £400 or £100 or £1000000?
• What if there were 4 of you?
Maths Theme Park
• You going to open a theme park which is all about
Maths!
• What will it look like? Draw a map showing all its
features or make a model
• What will it include? Think about the different rides
and attractions you could have
• Think about – food, characters,
prices, areas etc
Shape Challenge
• You are opening a new supermarket which sells only
2D and 3D shapes
• Draw a floor plan showing the aisles of how you will
organise them
• Make some example products
• Write a price list for your items
• Think about special offers
• Make advertising materials – posters, catalogues etc
Holiday Planner
• Imagine you have £100 to spend during your
school holiday
• How would you spend it?
• Would you treat any of your friends?
• Where would you go? What would you do?
• What if you had £20, £200, £2000?
Supermarket advertising
Supermarket and
restaurant design
- Mental calculations
- Area and measure
- Percentages
- Best value
Recipes
- Number patterns and
sequences
- Multiplying amounts
- Scale plans and maps
- Measurement
- Fractions of amount
Food
Healthy Eating Survey
- Data handling
Nutrient Charts
- Rounding and
estimation
- Percentages
Packaging
- ICT and graphs
- Measure
- Area
- 2D and 3D shape
- Mental calculations
Holidays
- Best value
- Timetables and schedules
- Distance calculations
- Designing holiday parks
Geometric Artwork
Space Travel
- Measure
- Distances
- Symmetry
- Time calculations
- Angles
Bridges
- 2D and 3D shape
- Money Calculations
- Measurement of
length and weight
Sixties
- Data handling
Pop Bands Tour
- Planning a tour
- Budgeting
- Best value
Real Life Contexts
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Organising sports day
Making timetables for events
Sorting playground rotas
Fair use of computers and other resources
Budgeting and planning for events
Tuck shops
Costing different school trips
Consider real life resources:
• Take-away menus
• Catalogues
• Newspaper and magazines
• Travel agent brochures
• Phonebooks
• Advertising flyers
• Timetables
• TV schedules
• Maps
Stop and Think
• Have you used any of these
before? If so, discuss if they
worked well in your class.
• Are there any you would like
to try? How could you use or
adapt them?
• What are the benefits and
challenges?
Teacher led
lesson
Pupils work
individually on
same/related task
Advantages
Teacher marks
work and returns
with feedback
Disadvantages
Teacher in control of content
Little or no discussion
Pupils independently practice skills
Real time assessment more difficult
(unless pupils ask for help)
Written evidence of learning
Marking is time intensive for teacher
Quiet and manageable!
No account of learning styles
Difficulties can be highlighted to
whole class so time efficient
4 different activities
Pupils go to first
activity and
complete
Teacher supports as
necessary
Pupils explain the
activity to the next
group and move to
new activity
Advantages
Pupils rotate
around activities as
teacher observes
Disadvantages
Different pace to keep up interest
Takes time to build up class ethos for
effective group work
Teacher can target which pupils or
groups to observe/support
Can be more noisy than individual
work!
Allows a range of different activities
Requires slightly more organisation
(use saved marking time!)
Effective use of resources
GROUP 1
GROUP 2
GROUP 3
A
TEACHER TIME
INDEPENDENT WORK
PAIR WORK
B
GROUP ACTIVITY
TEACHER TIME
INDEPENDENT WORK
C
PAIR WORK
GROUP ACTIVITY
TEACHER TIME
D
INDEPENDENT WORK
PAIR WORK
GROUP ACTIVITY
Advantages
Disadvantages
Allows focused teaching to groups
Takes time to build up with classroom
ethos
Can use the same or differentiated
activities
Less written evidence
4th session allows for observation
Difficult to manage the timings of
activities
Pupils
discuss
problem in
groups of
4
Whole
class chat
Advantages
Groups
continue
Stay and
Stray
Group
feedback
(process
not just
solution)
Disadvantages
Pupils support each other and
discuss different ideas
Little written evidence from pupils
Can cope which more challenging
problems than individually
Difficult to manage time
Teacher can observe and assess
Group work requires social skills
which are difficult for some
Addresses different learning styles
Whole
class
teacher led
Traffic light
– green
move to
individual
task
Amber and
red with
teacher for
further
support
Advantages
Once
confident,
move to task
(supported by
greens)
Disadvantages
Whole class teaching session
Relies on pupil self evaluation
Teacher can focus on pupils who
require support
Misunderstanding often not
uncovered until marking
Pupils support each other
Plenary
and top
tips
Stop and Think
• Have you used any of these
before? If so, discuss if they
worked well in your class.
• Are there any you would like
to try? How could you use or
adapt them?
• What are the benefits and
challenges?
Group Support
Group Support
Group Support
Group Support
Group Support
Group Support
Group Support
Another way to get help .......
Stop and Think
• Have you used any of these
before? If so, discuss if they
worked well in your class.
• Are there any you would like
to try? How could you use or
adapt them?
• What are the benefits and
challenges?
Assessment & Feedback
• Hover at least a metre away
• Ask pupils to put together a minute long
summary of their progress
• Ask them to create a graph of their time and
explain it during the plenary
• Pupils take at least 5 photos which they
annotate to show progress
• Be a part of the group
Assessment & Feedback
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Post-it thoughts (anonymous or named)
Reflective questions
Self and group evaluation forms
Traffic lights/thumb tool
Set a personal/group goal for next time
Praise a team mate
Draw a picture/cartoon strip with
speech/thought bubbles
Stop and Think
• Have you used any of these
before? If so, discuss if they
worked well in your class.
• Are there any you would like
to try? How could you use or
adapt them?
• What are the benefits and
challenges?
Comment Boards
Planning Ahead
Email – [email protected]
Website – www.activelearninginmaths.co.uk