Bellsquarry Primary School

This week in Numeracy, we investigated a simple emoji graph and discussed what the graph was actually ‘saying’ to us.  We all rolled our eyes and thought how simple a task is this!  How wrong we were.

To begin with, we were shown the emoji graph and then asked four questions by Mr Hunter:

• What do we notice?
• What do we wonder?
• What questions do we have? 
• What information does this graph provide? 

The graph deliberately did not have any numbers on it but only had a few words on each axis.   We noted down our answers to these questions individually, shared them with a partner and then shared them with the group.  Finally, we shared all our questions with each other.  We came up with lots of different answers and even more questions!  This got us thinking.

• Was there a correct answer?  
• What questions were correct or incorrect?
• Was this a ‘trick’ question?
• Why was my information so different from the others at my table? 

Next, we were asked to create our own graphs using the emoji graph, as well as our answers and ‘new’ questions, as a template.  We created graphs on houses, animals, sweets, pets, sports and many more and then shared our graphs with each of the other groups.  They gave us feedback notes on Post Its.  This is what we found out:

1. Our classmates can be quite straight to the point in telling us something;
2. Classmates always pick up on things which are not clear…..or wrong!
3. That effective learning takes place through ‘doing things’.  The ‘discussion and the doing’, the ‘planning and the doing’, the ‘editing and the doing’ and the ‘actual doing’ itself.  

What appeared to look like a simple task at the beginning was actually quite a complex process, especially when you have to design and create the question accurately.  Above, are some highlights of our work.

To view these images as a PowerPoint Presentation, simply click on the first one and the screen should expand.  Next hit < or > at the side of the screen to navigate your way around the presentation.

Many thanks to all the parents who visited Primary 6 last Thursday evening and allowed me to share with you what we will be doing this academic session.  It was also great to catch up with a few old faces and to meet a few new faces. I will soon include an abridged version of the Meet the Teacher PowerPoint with the main points the pupils wish to share with you.

In class, we have been focusing upon Growth Mindsets.  Mindsets are beliefs – beliefs about yourself and your most basic qualities. Think about your intelligence, your talents, and your personality. Are these qualities simply fixed traits, carved in stone, and that’s that? Or are they things you can cultivate and develop throughout your life?

In a fixed mindset, people believe their basic qualities, such as their intelligence or talent, are fixed. They spend their time documenting their intelligence or talent rather than trying to develop it further.  They also believe that talent alone creates success – without effort, practise or failure.  However, in a growth mindset, people believe that their basic abilities can be developed through dedication and hard work.  Brains and talent are just the starting point!  This view (or mindset) creates an environment for learning and an understanding of resilience – all that is essential for great accomplishment.  People with a Growth Mindset realise that no one has ever accomplished great things – not even Mozart, Darwin or Einstein – without years of practice, learning (and re-learning) and the odd failure here and there!  

Mr Hunter