Monthly Archives: February 2019

ICT – 2. input and TDT 2

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We started the second input for ICT by watching a video to really understand how professional animations are made. It was incredible and mind-blowing to see how many pictures are needed for each second of the video.

Our task was to create an animation in a program called “Zu3D” using a camera, a microphone for adding music, background and characters made from plasticine. We were working in groups of 5.  For every movement of the character(s) we took 5 photos. When we wanted the characters to move quicker, we took less photo. I really enjoyed this activity and believe that children would enjoy it very much. Every child would have their own role – someone would be a director, someone would be working with a camera, someone playing the characters. As teachers, we need to make sure every child has a role and that we give step-by-step instructions for children to know what to do.

We came up with the story as we were working. However, a great way to link more lessons together would be to give children a task to create a story in a Literacy lesson, the background, the scenes and the characters in Arts and then the animation itself in an ICT lesson.

 

Maths – 3. input – TDT

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After the third input, which focused on mental maths, our task was to investigate some mental maths materials. As a group, we found most of them very practical, useful and beneficial. I will use a lot of them in the classroom to enhance and promote understanding and problem-solving skills.

  • The “counters” is a great way to start learning counting – addition, subtraction and easier multiplication and division calculations. They can be easily used as a tool for a pair or group work to improve discussion and talk in Maths as well as a part of whole-class teaching. In early years stages, they can be used for better conceptual understanding of numbers when we first start with concrete objects to represent numbers and simple calculations and move on to illustrations after that. This is called the “concrete-pictorial-abstract (CPA) approach”.

 

  • Number fan is a great tool for calculations as well but especially for showing answers. It can be used during whole-class teaching or group work when for example two children give the calculation and the other two solve it and then show the answer with the number fan.

 

However, I find the Digit flips more effective for showing answers.

 

These mathematical tools are great for the demonstration and understanding of fractions, quarters and percentages. I would probably let children think (group work) first what these tools represent and and how we can use them in Maths lessons.

 

I really enjoy this tool illustrated on the left-hand side. They are great for introduction of more complicated calculations dealing with fractions and percentages. They can be used during the whole-class lesson as well as the group work. I would always encourage children to start with the mathematical process by writing everything down. When they become more used to such questions, they might be able to solve them mentally.

The tool on the right-hand side could be used as a warm up for the lesson during the introduction.

 

 

This tool is an effective way for chidren to practise their understanding of place value – units, tens and hundreds. I believe, this would be great for a pair work.

 

I believe that this tool might be used for understanding of place value as well, however, as a group, we agreed that this one might be very confusing for children.

 

Maths – 1. input and 1. TDT – Reflection

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The first Maths input was very valuable in terms of discussing and thinking about the perception of Maths in the society and what teachers can do to promote and develop children´s understanding and application of Maths.

There are signs of the “Maths anxiety” in the society. Many people do not like Maths and did not enjoy it at school. A child´s parents often justify the child´s innumeracy by saying that they themselves were not good at Maths either. However, we should make innumeracy as unacceptable as illiteracy and as teachers we need to promote the understanding of Maths by providing children with opportunities to practise and enhance thinking, problem-solving skills and the application of knowledge gained in Maths lessons in various life situations.

We were introduced to many different kinds of tools we can use in Maths lessons such as show-me boards and games to reinforce the topic. We need to give children opportunities to talk, dicuss and explain the mathematical processes they use to get to the right anwer. When children have the option of discussing this with their peers, they listen to different methods of reaching a correct answer and it helps them understand the mathematical ideas more. We need to make it clear that often there are more ways how to get to the correct answer. As it is proven that discussing Maths helps us make sense of it, we need to incorporate more opportunities for children to discuss Maths in classroom e.g. questioning, pair/group work, interactive teaching. We also need to establish the kind of environment for children to be able to see that Maths is all around us – Maths wall and table, a problem of the week, to link mathematics into other curricular areas. As teachers, we should also create a positive learning environment for children to be able to explore, take risks, be creative, feel safe and supported and to know they can make mistakes and learn from them.

I really like this Chinese proverb as I very much believe in its message:

I hear, I forget.
I see, I remember.
I do, I understand.