So the term has whizzed by - not quite sure where the weeks went! Of course, it feels like I have never been away! The kids are loving the new classroom set up, and it has been great to see them start to "own" the space. They make great use of the bean bags, floor pillows and cushions. The old bar stools that were destined for the dump, and the number 1 favourite. There is often competition to see who will get to sit in those!
We were also fortunate to get a low white board table to sit in the learning studio. This is really popular with the kids too. I'm planning to develop a resource box, with activity cards for the students to choose independent activities that they can complete on the table. Eg. word families, ways of making different numbers, sentence starters.
We are team teaching Maths among three teachers. What we are trialling is this:
We have 3 homebases and a long learning studio area. 1 teacher has groups in HB10. This is also the SILENT ZONE. Any student can choose to work in here, but they must be on their own and silent. It has been really interesting to see who chooses to work here - one day there were 20 students making this choice.
The second teacher has groups in the learning studio outside HB10. We have a whiteboard station set up here.
HB 11 is a space for practice activities and computer tasks. Students working on these can also choose to work in the learning studio. HB12 is Maths Games Zone. The interactive white board is loaded with games, there is chalk outside and there are maths games to play and reinforce learning. This room is buzzing and often quite noisy - but that's the purpose. The teacher who is not working with groups that day is the roving teacher. They are available to help students, check practice activities, monitor students and supervise the general area. Guess which is the hardest job?
We have just introduced a teacher aide two days a week, to release the roving teacher to work with a targeted group of students. This is also working well. Parent help is available several days a week also.
When you are teaching, you are focused on your group and there are hardly ever outside distractions.
When you are planning, because you are only planning for one or two maths stages, the quality really improves. We have all agreed that we have got to know a math stage in depth and that the quality of our lessons, ict integration and follow up activities has improved.
Students who are not with a teacher have someone to go to when they are stuck. Games are purposeful because there is someone to monitor those children who are using those activities.
Students are working through maths progressions for their numeracy stage.
The space that we have can be a little tricky to use, but I feel like this "power of 3" math is going really well. There are still a few kids whose self management needs work, but as I keep reminding myself, that's also the case in your own classroom.
During a class circle time with my kids, we came across a couple of potential problems that needed solving. Firstly, lots of children reported others taking computers and saving them for friends who were still in their maths group. Many also said that when choosing a space, someone else would tell them that they couldn't have that space as they were "saving" it. We had a hui to discuss these issues and reiterate that no-one owns a space in the block. During the circle time, the kids noted several positives such as meeting students from other homebases, developing key people that they worked well with and not being distracted or interrupted in group time.
I personally cannot believe how much learning has happened in the term. I would estimate that I got through almost twice the Math Key Ideas that I would usually get through. The progress has been amazing and I have been super impressed with the students. We're still working through new ideas, finding solutions and refining, but I'm really enjoying this way of teaching!
My name is Ngaire Shepherd-Wills. This website is a record of my TeachNZ sabbatical, Term 2, 2013 and then I have continued to share my wonderings and discoveries about Innovative Learning Practices. I now work for CORE Education. Views are my own.