Today Mrs Traynor, Miss Lambert and Miss Eades took part in an upper phase lesson study. The focus of this lesson was working collaboratively with the multiplication of decimals using grid method. This took place in year 5. The children wrote down what they knew about this at the beginning of the lesson and used the growth mindset cups to show how confident they where with the method. The children where able to clarify and build on their peers explanations to help further their own understanding of this. At the end of the lesson the children again where able to explain what they had learned from this lesson and used the growth mindset cups and the post it notes. This helped with the assessment for learning as it was clear to see what the children knew at the beginning of the lesson and what they had learned at the end.
After reviewing yesterday’s lesson and the learning that took place, we planned some activities for today’s sessions with the intention of building on yesterday’s opportunities to extend children’s communication and language development.
The lesson began with a short whole class singing session where the children sang ‘Old McDonald had a farm’ but this time with a picture reference on the HD screen for each animal included in the song in order to reinforce children’s understanding of the animal names. The children responded well to this and the picture references helped with their engagement.
During yesterday’s lesson we noted that the transition of children from whole class to small group activities could be made smoother. In light of that for today’s lesson we displayed the different small groups as a PowerPoint on the HD screen showing photographs of the children in each group and the adult they were going to work with. This resulted in a much smoother transition.
The higher ability children built on their farm based instructional activity from yesterday’s lesson by using the Puppet Pals app on the iPad to create their own ‘story’ using farm animal characters. Miss Davin provided a ‘problem’ as a focus for the children’s story making – how will the animals cross the stream and get to the other side? This enabled the children to take control of their learning after Miss Davin had modelled how to use the iPad. The children were then able to produce their own stories, in turn extending their language opportunities. Check them out by clicking on the YouTube links below.
After reviewing the middle ability group’s activity from yesterday’s lesson, we agreed that we could capitalise on their learning opportunities more by dividing the group in two and providing two activities with a similar focus, but resourced slightly differently.
The first group engaged in some role play on the carpet taking turns to be the farmer instructing the other animals where they needed to go using some props from the outdoor area eg. A crate and different coloured/sized apparatus. This enabled maximum engagement from the children both in the role of the farmer giving the instructions (wearing the farmers jacket) or the animals listening and responding (wearing animal role play masks). The activity proved effective for extending both children’s speaking and listening opportunities, helped along by good modelling and demonstration from the adult supporting.
The second middle ability group were provided with a tuft tray pre prepared to represent a farm scene with some small world farm animals. The children were then encouraged to follow instructions from an adult for what they should do with the animals e.g “can you put the cow on the bridge?”
The LSA was able to then extend the activity to give the children more ownership of it, asking the children where they would like to put the animals and requesting them to articulate what they were doing as they were doing it. This activity was effective in both consolidating the children’s learning of new vocabulary, and also providing extended open ended opportunities to develop children’s language.
The lower ability group engaged in child led small world play using small world farm animals. An adult was able to support the children by consolidating new vocabulary (farm animal’s names) and modelling language in order to expose the children as much as possible to the new learned vocabulary. This proved to be an effective activity in consolidating the children’s learning from the previous day.
We have had an interesting two days working together as a Year One team across both schools. We planned and delivered a lesson on adding er to root words without change to compare two objects.
After the lesson we sat and reviewed what we had observed. Our observations of the children helped us to inform our planning of the next lesson. Some children were observed to omit the er from their written sentence yet said it with the er when reading it back. Some children had built sentences and seemed confident enough to move on to creating their own. Some children had understood adding er and we felt that they would be able to add est to root words without change.
On day two we delivered the lesson based around er and est. The children were engaged and enjoyed the lesson. When interviewed the children were able to explain their learning and how they had used the steps on the board to support their independent work.
We then reviewed the lesson as a team and shared our ideas and observations.
This morning, Miss Dean delivered the lesson that was planned with Miss O’Malley and Miss Seaward.
The lesson had the same focus as yesterday, which was adding, and the teachers were particularly focusing on progress made within the lesson.
Here is the progress made within the lesson of the three focused children:
To begin with, this child needed support in using a number track to solve a number sentence.
At the end of the lesson, however, this child was able to solve these number sentences using the number track independently.
Today Heygreen Staff Miss Perkins & Miss Davin and Mr Burton from St Silas have planned a lesson for Miss Davin to teach to Nursery.
The lesson was focused on Communication and Language based around what the children are currently learning about, which is Farm Animals and therefore this was the linked focus.
Firstly, all the children sang Old MacDonald and they learned some new sign actions and animal noises. Then many various activities were planned, which enabled the children to apply and extend their knowledge about this subject area. The children were very engaged and enjoyed participating in every aspect of the lesson.
After the lesson, some children were then interviewed to see what they had been learning about. The children talked about their activities and what they had been learning. One child could remember about the signs/actions for the animals. Another child said that they had to listen to and follow the instructions. They said that they enjoyed the activity.
Miss Perkins, Miss Davin and Mr. Burton then met to review the lesson that had just been taught and plan a subsequent lesson based on their review.
Today, Miss Dean and Miss Seaward from St Silas and Miss O’Malley from Heygreen worked together to carry out a lesson study. The teachers planned to carry out a Maths lesson focusing on number. This lesson was delivered according to the plan that all three teachers had made and it was differentiated according to the children’s needs.
After the lesson, Miss Dean, Miss Seaward and Miss O’Malley reviewed the learning and progress that the children had made. Some children were interviewed once the lesson had finished and they all said that they enjoyed all of the activities and could all say that they had been learning about adding.
The three teachers then planned a lesson for tomorrow to move on the children’s learning based on their analysis from today’s Maths lesson.
Today, Mrs Burger taught a Maths lesson following on from yesterday’s lesson study with a few adaptation base on our findings. Miss Perkins, Miss O’Malley and Miss Davin observed and took notes on the lesson. On the carpet, Mrs Burger recapped on prior learning and the children had a go at completing some number sentences independently using their fingers to help them. They could do this more easily than yesterday.
After the carpet input, the children worked at the tables independently or with a teacher to complete some activities that were even more challenging than, yesterday to deeper their understanding about multiplying by two. We were very impressed with some children who worked through word problems and were not onl able to change the number of groups but the type of groups and unit of measure in the word problem.
After the lesson, the same children were interviewed to review their thoughts on the lesson. Again, they could all say that they had been learning about ‘lots of’. Some of them cement on to explain that this means ‘groups of’ and ‘times’. Some of the children said that they found their work a bit tricky. They said that they found it easier when they worked with Mrs Burger. The teachers discussed the findings after watching the video and thought that some children could. We noticed that the children didn’t refer to the Steps to Success as often as they could have. This, along with using the working wall is something that Mrs Burger will work on in class.