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Mental maths! 1, 2, 3… GO!!

In today’s input the class were learning about mental maths. Today’s learning intention was that we were learning:

What is meant by ‘mental mathematics’ and its purpose in raising standards
To identify a range of mental strategies
About the need to develop confidence and competence in learners through teaching a range of strategies
To critically reflect on the appropriateness and use of resources available in schools

and the success criteria was:

We will be able to:

Define ‘mental mathematics’
Name, demonstrate and teach a range of mental strategies
Identify appropriate resources to support the teaching of a variety of mental strategies

The first thing that was given to us was a worksheet with a number of different sums on it. It was explained that we had to work out all of these sums in 60 seconds and I was already very nervous about this task. I then read which stated, “In the following simple arithmetic problems a (+) sign means to multiply, a (-) sign means to divide, a (x) sign means to subtract and a (÷) means to add.” This made me feel even more anxious about completely the task, especially in

The 60 second test!

60 seconds! The sheet had two rows of 20 problems which we had to solve in which I started to answer them in the order that they were given. After the time was up, I only managed to complete 9 of the problems which I was extremely disappointed about. In a class discussion, other students in the class explained that they did not work out the problems in the same order as I had. Someone mentioned that they tried to work out the problems that the same rule was applied to. For example, solving all of the division problems first. If I had used this method it could have resulted in being able to solve more of the problems. When I saw that others in the class had used the same method as I had and they were unable to complete the sheet, it made boosted my confidence. It showed me that I wasn’t the only person in the class who was unable to solve all of the problems in 60 seconds. I feel that this task has boosted my confidence in maths.

We were shown a number of different resources that could be used in a maths lesson. In groups, the class discussed how these resources could be used and experiments with them. These included:

First and Second Levels (CfE)

Number Lines
Show me boards
100 square
Swinging mascot/ball/apple
Patilla stick
Empty number line(E.N.L.)
Digit cards
Flash cards
Place value arrow cards
Relate to inverse of the tables
Chain (or loop) cards (variety of topics) ‘I am…Who is…?’ cards

All of these resources that were shown in this input were extremely interesting to see and use. It has shown me that maths can be more fun that I had originally thought. Since going to these maths input, my attitude towards the subject has completely changed and I am extremely excited about teaching maths in class!

My Rules for Talking and Listening

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When doing a language lesson it is important to make sure that the children in the class know that there are rules that they must follow for talking and listening. Below is a list of rules that I would like the children in my class to follow:

Don’t talk over someone when they are trying to speak – If you are talking over someone when they are speaking then you are not listening properly. This rule also applies to the talking inside your head. If you’re thinking intently about what you want to say, you’re not listening to what is being said.
When someone is talking make sure that you remain focused on what it is that they are saying – you’ll likely be showing signs if you are listening. For example, if you make eye contact with someone then it is more likely that you will listen to what they are saying.
If you have any questions about what someone is saying, wait until they have finished what it is they want to say before you speak – If you interrupt someone in mid-sentence then it is likely that they will forget what it is they are saying and become flustered trying to remember. It also shows that you are not really listening to the topic in which they are speaking about.
Always try and take part in discussions – If you are taking part in discussions it shows that you are engaged and have an understanding of the topic that is being discussed.

Drama

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Drama

After watching the drama video about structuring a drama lesson. It is clear how the lesson is structured:

A Drama contract is created
Warm up
Focus
Development
Visualisation
Soundscaping
Bodyscaping
Thought tracking
Evaluation

The drama contract is created with the class to set clear rules that they must follow in the lesson. This is a great way to make sure that all of the children understand what is expected of them. In the video the contract is placed on the wall so that they can has a visual of what they must do. The use the 3 C’s – Communication, cooperation and concentration. This is also a guide for the teacher to see if there are any problems in the class and where the children may have gone wrong and why.

The warm up is a great way in order for the class to prepare themselves for the lesson that they are about to undertake. The warm up gets the mind and the body active and engaged ready for their next task. The teacher can prepare a vocal, concentration or active warm up which is a great way in preparing the children for the drama lesson. It will also make them feel at ease as they will all be undertaking the same tasks and make them feel more confident is participating in drama.

The teachers then created a focus for the class in which they were given a stimulus. In the video the focus was a photograph but it could also be a piece of music, a story or a video. This can be linked to the topic that they are working on in class, for example WW2 or the amazon. This will give the class a better understanding of their topic whilst learning in a fun way. It will also give them a focus as they will generate ideas for the lesson.

They then go on to develop their ideas on the stimulus given, in the video the focus was some photographs which they discussed what they saw and what they thought was happening in each photo and why. This engages discussion amoungst the class, developing ideas and knowledge.

Visualisation is where the teacher will set a scene for the children to visualize giving them more knowledge on the topic that they are looking at. Once all focused, the teacher taps them on the shoulder asking them what they see, hear, smell and feel in this situation created. This also will show the teacher how creative the child is and how engaged they are with the topic.

The next thing the video looks at is the soundscape. They ask all of the children about all of the things that they would hear in the scene that is set for them then going on the create the sounds with the voice or hands. They will ask the children to make suggestions and think about how they would make these sounds.

Bodyscaping which is similar to soundscaping where they ask the children to create something with their body that is in the scene given. This gives them a visual of what they think that the setting would look like and how they would create this scene. The teaching is trying to make the children think creatively but only using their bodies to create the scene.

Once they have done this, the children will put the sounds and the movements all together creating a performance. Then the teacher uses a technique called thought tracking. As the children are creating their scene, the teacher will tap each individual on the shoulder and the child will have to vocalize what their character is feeling. This is a great way to engage the children with the topic that they are covering, giving them more insight in the topic.

Finally, the last thing that they do in this structured lesson is an evaluation. This is where the children can talk about what they have learnt from this drama lesson and what they want to achieve in the next lesson.

This is a great way to structure a drama lesson. If the children are doing a drama lesson on the topic they are learning about in class, it will give them a more creative way in learning about this topic. It is also a great way to get the children to communicate with one another and using their bodies in different ways.

Why teach maths?

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Why teach maths? That is the question. Before the first maths input, I was terrified of maths. I wasn’t good at it at school because I had to work hard to achieve and others around me seemed to be able to do it without any issues. My mum used to always tell me “I wasn’t good at maths, so that’s why you aren’t good at maths either!” I thought that this was true and that I would never be good at maths because my mum wasn’t either. I wanted to prove everyone wrong and when I worked hard in classes and stayed focused, I managed to achieve and gained much more knowledge and understanding of the subject.

There are so many myths about maths which always made fear the subject:

Men are better at maths than women
Maths is not creative
It’s always important to get the right answer
It’s bad to count on your fingers
Some people have a “maths mind” some people don’t
Mathematicians solve problems quickly in their heads
If your parents aren’t good at maths, neither are you

None of these are true. When I was younger, I believed all of these to be true but I now understand that this is not the case:

Researched failed to show any difference between men and women in mathematical ability. Men are reluctant to admit they have problems so they express difficulty with math by saying, “I could do it if I tried.” Women are often too ready to admit inadequacy and say, “I just can’t do maths.”
There are so many ways in which maths can be creative. Making patterns with pictures etc. Maths requires imagination, intellect, intuition, and aesthetic about the rightness of things.
The ability to obtain approximate answer is often more important than getting exact answers. Feeling about the importance of the answer often are a reversion to early school years when arithmetic was taught as a feeling that you were “good” when you got the right answer and “bad” when you did not.
It is not bad at all to count on your fingers. Actually it indicates an understanding of arithmetic, more understanding than if everything were memorized.
People who believe this myth often lack self-confidence in maths.But it is self-confidence that is one of the most important determining factors in mathematical performance.
Solving new problems or learning new material is always difficult and time consuming. The only problems mathematicians do quickly are those they have solved before. Speed is not a measure of ability. It is the result of experience and practice.
This myth is again to do with self-confidence. If your parents tell you that you are not good at maths because they weren’t, then you probably will believe this. However, this will not boost your confidence in maths and will event in you not believing yourself and not engaging with the subject to the best of your ability.

After the first input on maths, I have completely changed my views about teaching maths and how I feel about the subject as a whole. Before the input, I didn’t really see the importance of maths and why we need to engage with it. I now see understand that being able to do maths is extremely important in life and that we use it everyday without even knowing. I set an alarm every morning to get up to go to university and if I wasn’t able to tell the time, I wouldn’t be able to this. Being able to do maths is extremely important in life and is exactly why is should be taught to children.

I was nervous about going into my first placement and having to teach maths but I now can see that maths can be fun and enjoyable. The input has put my mind at ease about maths and has made me feel more confident is teaching this subject to children. When I go out on my placement, I want to find creative and fun ways to do maths to make the subject one that the children actually want to learn.]