This is an example of a resource that i used during a lesson to teach the children fractions of amounts. It was a fun lesson that all of the children enjoyed and were engaged in. The children loved talking about how every packet of skittles was different and so they would all have different fraction wheels.
The behaviour of the children was good and a countdown was used to ensure that they were listening when needed. This was a good method of getting the children focused as they instantly knew that when i started to cunt down they were to stop what they were doing and listen. Therefore, this was a very effective method.
The use of resources really got the children excited about the lesson and they wanted to learn. The children were very sensible with the skittles and were able to work with them to complete the activity. The paper plates were already split into sections for the children and therefore cut out the extra time it would have taken for the children to draw the sections. These were good resources however next time i would suggest a different way to colour in the fraction wheels as this took too long for some children to complete, meaning they missed out on completing the whole task.
These are an example of feedback masks that i used on my final placement. They were a great way for me to assess the children but also making it fun and engaging at the same time. The children loved holding these up in the air to either answer a question or give feedback about how they felt during or after the lesson etc.
They can also be used for other aspects such as resources during a lesson. I used them within a science lesson, where the children were learning nice and nasty sounds. I play a variety of sound clips and the children had to hold up the smiley face if they thought it was a nice sound and the sad face if they thought it was a nasty sound. This let me as the teacher see the opinions of the children and assess if they could identify nice and nasty sounds.
Target: continue to use the feedback masks for assessment and resources in lessons.
Within the class there was groups for maths: Ladybirds (LAPS), Grasshoppers (LMAPS), Beetles (HMAPS) and Caterpillars (HAPS) and each group had a book called a focus mark book. This was a way for the teacher to record the progress made my children and record any areas that the children need to still work on. The TA and teacher would both complete an entry for the group they worked with. They would include the learning objective/s, date and if any children were absent. They would then record what the children were like during that lesson, so who could do it, who needed more support and who really struggled.
This was then all looked at on a Friday to be able to highlight which children could do which objectives from the weeks focus. If all the children in the group could do it then it was fully highlighted however if there were some that struggled then the objective was hashed and the teacher would tick the children achieved.
focus mark spider
This is a good way of assessing the children as it can be looked back through to see the progress made of each child when revisiting a topic throughout the year. It also allows for the teacher and others to see the progress made of the children in the topic itself during the week.
At the beginning of each maths topic whether it be the focus for 1 or 2 weeks the children completed a pre-learning task. This was done on a Monday morning after their KIRF tests.
The teacher was not allowed to help the children because it was used to assess what the children already know based around a topic for example time, measurement etc. The teacher would look at this at to tailor the weeks work around the needs of their class. This would ensure that every child was going to be challenged and stretched to their highest ability. It also enabled the teacher to highlight any children that struggled and might need to work in focus groups throughout the week or use extra resources to help create a concrete understanding of the concept.
KIRF stands for Key Instant Recall Facts. This was an activity that the school from my final placement had incorporated into their curriculum. It was a way of assessing what the children were able to do. The children were all given a rocket on a planet with the name on. There was three planets that the children had to try and move through within that half term. The children were given the resources to practise them at home and then were tested on a Monday morning as their maths lesson. The children were given 1 minute to answer 10/12 quick questions for example half of 6 or double 5. Other examples included numbering the days of the week and months of the year in the correct order they come in. These are all things that children should be able to do by the end of year 1.
The short test was then marked and assessed by the class teacher and a note was made of how the children had done. This was put into a table that displayed all of the child’s previous scores. This allowed the teacher to see the progress made if further steps need to be put in place for some children.
During a staff meeting on profession practice 2 the idea of redrafing flaps was discussed. I believe this to be a great way for the children to edit their work. It is also a great way to show progress in children’s work as underneath the flap is the original work and on the redrafting flap is the new edited version. This allows for easy assessment as the teacher can see exactly what has been edited or improved. This would be particularly useful within Literacy lessons and would work for all year groups. Although KS1 wouldn’t have as much work to edit they teacher and pupils would still be able to see the improvements made.
Target: Try to incorporate the use of redrafting flaps into my teaching across all subject areas.
This was one of my favorite lessons of practice 1b as all of the children had fun and were engaged in the learning process. It was a fun engaging lesson where all of the children really enjoyed the drama aspect of the lesson. Throughout the lesson i used the whiteboard well and all children could see this at all times and i left it up so they could use it to help them when they moved onto their own activity of working in groups.
Although it was a really good lesson there were still areas for improvement such as i could have explained to a higher ability student about the present perfect etc. when she suggested an answer that although was right was wrong in the context of the lesson. e.g. ‘I ate…’ and ‘I was eating…’ This would have developed her understanding and shown her how it differs. I could have also put the drama into the middle of the lesson instead of at then end as it may have enabled me to explain ‘was’ better. I was able to effectively manage all children’s behaviour and ensure a smooth, flowing lesson.
During the independent group activities the children chose their partners and so this meant mixed ability partnerships were made. The teacher highlighted that it may have worked better if they worked in ability pairs as they would both have a similar understanding of ‘was’ as the verb. The children at the end of the lesson shared their dramas to the rest of the class which allowed me to assess if the children had understood the meaning of the lesson.
- The children worked well both independently and in their focus groups
- The hook was engaging, interactive and involved physical movement – getting them up and about
- Assessment was used to see whether the children could complete the task independently or if more input from the teacher was still needed.
- Was fun and enjoyable
These were a great way that i found useful when recording children’s progressions and outcomes of lessons. The table included every child’s name with three other columns, understood, not understood and next steps.With the names i was able to identify those specific children who need more assistance (highlighted in green).
The understood column was for me to identify which children had gained an understanding from the lesson and to what level they had, so for example skill, mastery or depth. This also allowed me to state specific strengths etc of those children.
The not understood column was for me to identify those children who needed more input to gain a fuller understanding on the topic. It allowed me to identify what areas they struggles with, making a note of these and also if they struggled from the beginning.
Following on from this was the next steps column, which allowed me as the teacher to note down what would happen next, so would an intervention be needed, or just a simple reminder for the child in the next lesson. I could also then state if the child now understood it from the next steps being taken.
This assessment strategy relates to specific standards which include:
- being able to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
- being accountable for pupils’ attainment, progress and outcomes
- to know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
Target: Continue to develop this way of recording assessment in future practices to form a solid and effective strategy that works for both me as the teacher and the class.