2.5 Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement
Sheena Cameron
Over the last two years I have been using Sheena Camerons teaching strategies to support my students reading, writing and comprehension skills.
Through the explicit teaching of 'summarising', 'visualising' and 'inferring' in guided reading sessions students are able to engage in the text in a more meaningful way.
Sheena Cameron supports teachers including myself to deliver engaging reading and writing lessons to students in a meaningful way.
Ann Baker
Over the last two years I have been fortunate enough to be involved with the Mathematician in Residence training with Ann Baker. This has allowed me to gain a solid understanding of the principles involved.
Key points that I have taken from the methodology are listed below:
1. Problematised situations need multiple entry points and should offer different levels of difficulty. It's not about everyone getting the answer, but about the thinking and strategies used
2. It is important that students show ALL their working on the page so strategies and thinking can be discussed
3. If students come to us very early on and ask 'Is this right?', then they should be asked to 'Come back when you know its right'
4. Concrete materials should only be used if the problem asks for it. For example, if the problem is about legs on crabs do not give them paddle pops for legs as this can only confuse the student
5. Students should not be getting 10/10 every time as this means the level of difficulty is not high enough
The main point that I have taken away, is the importance of reflection time. I now not only have this during numeracy sessions but all other areas of the curriculum. I am able to use these times to help guide future lessons and use as formative assessments for the students.
Over the last two years I have been using Sheena Camerons teaching strategies to support my students reading, writing and comprehension skills.
Through the explicit teaching of 'summarising', 'visualising' and 'inferring' in guided reading sessions students are able to engage in the text in a more meaningful way.
Sheena Cameron supports teachers including myself to deliver engaging reading and writing lessons to students in a meaningful way.
Ann Baker
Over the last two years I have been fortunate enough to be involved with the Mathematician in Residence training with Ann Baker. This has allowed me to gain a solid understanding of the principles involved.
Key points that I have taken from the methodology are listed below:
1. Problematised situations need multiple entry points and should offer different levels of difficulty. It's not about everyone getting the answer, but about the thinking and strategies used
2. It is important that students show ALL their working on the page so strategies and thinking can be discussed
3. If students come to us very early on and ask 'Is this right?', then they should be asked to 'Come back when you know its right'
4. Concrete materials should only be used if the problem asks for it. For example, if the problem is about legs on crabs do not give them paddle pops for legs as this can only confuse the student
5. Students should not be getting 10/10 every time as this means the level of difficulty is not high enough
The main point that I have taken away, is the importance of reflection time. I now not only have this during numeracy sessions but all other areas of the curriculum. I am able to use these times to help guide future lessons and use as formative assessments for the students.