Analysis and Evaluation
Evaluation and Analysis of Learning
My mega maths lesson was based on the theme shapes. I decided to use the shapes question for this particular week because the children had lessons on 2D shapes the previous week and would be able to use their prior knowledge to help them solve the problem in this particular question. Aubrey (2013) states that it is important for children to be able to access their prior knowledge and ongoing cognitive processing in every lesson. Teachers should be able to adjust tasks and lessons in relation to children’s needs, abilities, learning and prior knowledge (Aubrey, 2013).
The children used their knowledge of 2D shapes to help them to find all the possibilities. This lesson developed the …show more content…
Many of the children are visual learners and find doing maths easier through hands on activities, rather than writing everything down. Therefore, I varied each group activities based on their abilities and interests. This made sure every child was engaged in the task and learnt what was intended. According to Royer (2003), children should be provided with visual aids to assist their growing awareness of mathematics. Teachers can help children develop strategically by using visual aids to solve a variety of maths problems (Royer, 2003). This shows that children can develop reasoning by using visual aids. I believe that if I had not provided the children with visual resources, they would not have been able to complete the task. The children used their shapes to help them visualise how many sides and shapes they needed to make the correct amount. The children relied on the resources to complete the task. Therefore, without the visual resources it would have been a lot more difficult to explain the question to the …show more content…
I knew that shape would be fresh in the children’s mind and this would influence the outcomes for this particular lesson. I used ICT to enhance the children’s learning, by using the interactive whiteboard at the start of the lesson. This was done to ensure the children understood what they needed to do, when asked to complete their tasks. Additionally, I planned for a group to record their answers through taking pictures on the iPads. The middle ability group is normally the group that lose interest very quickly. Therefore, I planned for them to use the iPads, as I know they enjoy using these and it allowed them to record their answers without writing. This ensured that they stayed on task and completed the learning objectives. For Shulman (1986), pedagogical subject knowledge is essential in planning for the learning to be made easy or difficult. The teacher should have an understanding of what children of different ages and abilities will find difficult and then be able to adapt the lesson to ensure all children gain an understanding of what the lesson entails (Shulman, 1986). Therefore, through organising my lessons to suit the needs and abilities of the children, I had a good idea whether the children would be able to complete this task independently, in the time
Evaluation and Analysis of Learning
My mega maths lesson was based on the theme shapes. I decided to use the shapes question for this particular week because the children had lessons on 2D shapes the previous week and would be able to use their prior knowledge to help them solve the problem in this particular question. Aubrey (2013) states that it is important for children to be able to access their prior knowledge and ongoing cognitive processing in every lesson. Teachers should be able to adjust tasks and lessons in relation to children’s needs, abilities, learning and prior knowledge (Aubrey, 2013).
The children used their knowledge of 2D shapes to help them to find all the possibilities. This lesson developed the …show more content…
Many of the children are visual learners and find doing maths easier through hands on activities, rather than writing everything down. Therefore, I varied each group activities based on their abilities and interests. This made sure every child was engaged in the task and learnt what was intended. According to Royer (2003), children should be provided with visual aids to assist their growing awareness of mathematics. Teachers can help children develop strategically by using visual aids to solve a variety of maths problems (Royer, 2003). This shows that children can develop reasoning by using visual aids. I believe that if I had not provided the children with visual resources, they would not have been able to complete the task. The children used their shapes to help them visualise how many sides and shapes they needed to make the correct amount. The children relied on the resources to complete the task. Therefore, without the visual resources it would have been a lot more difficult to explain the question to the …show more content…
I knew that shape would be fresh in the children’s mind and this would influence the outcomes for this particular lesson. I used ICT to enhance the children’s learning, by using the interactive whiteboard at the start of the lesson. This was done to ensure the children understood what they needed to do, when asked to complete their tasks. Additionally, I planned for a group to record their answers through taking pictures on the iPads. The middle ability group is normally the group that lose interest very quickly. Therefore, I planned for them to use the iPads, as I know they enjoy using these and it allowed them to record their answers without writing. This ensured that they stayed on task and completed the learning objectives. For Shulman (1986), pedagogical subject knowledge is essential in planning for the learning to be made easy or difficult. The teacher should have an understanding of what children of different ages and abilities will find difficult and then be able to adapt the lesson to ensure all children gain an understanding of what the lesson entails (Shulman, 1986). Therefore, through organising my lessons to suit the needs and abilities of the children, I had a good idea whether the children would be able to complete this task independently, in the time