amy sinclair 3 may 2011 active learning: making it work (without exhausting yourself!)

Amy Sinclair3 May 2011

Active Learning: Making it work(without exhausting yourself!)

Email – [email protected] – www.activelearninginmaths.co.uk

Your page - http://www.activelearninginmaths.co.uk/cpd-and-support-services/kingswells.html

Just Ask!

Active Learning

InteractiveInteractiveICTICT

Cross-curricular

Cross-curricular

Mental MathsMental MathsQuestionsQuestions

IncreasedDiscussionIncreasedDiscussion

ReflectingReflecting

CollaborativeCollaborative

DifferentiationDifferentiation

Problem Solving

Problem Solving

Learning Styles

Learning Styles

OutdoorOutdoor

Group workGroup workGamesGames MovementMovement

ThinkingThinking

Active Learning

Active Learning

• Physical movement required

• Very noisy

• Lots of resources

• Always in groups

• Contextualised and cross-curricular

• No evidence

• At the end of topic (or only at end of term!)

Misconceptions

Active learning is learning which engages and challenges children’s thinking using real-life and imaginary situations. It takes full advantage of the opportunities for learning presented by:

• spontaneous play • planned, purposeful play • investigating and exploring • events and life experiences • focused learning and teaching

supported when necessary through sensitive intervention to support or extend learning.

Building the Curriculum 2 – Active Learning in the Early Years

Active Learning

Active learning

Development of

mathematical thinking skills

Learning collaboratively

and independently

Discussion, communication and explanation

of thinking

Mental agility

Relevant contexts

Links across the

curriculum

Using technology appropriate and effective

ways

Assessment is for learning

Problem solving

capabilities

Learning Together

Making it work

• Not everything, all the time!

• Takes time to build the ethos and relationships with pupils

• Change one thing a week

Making it work

Making it work

General Plan

• Whole class activities and games• Group activities and games• Group problem solving• Group challenges• Lesson structures• Active Support• Assessment and recording• Planning next steps

Autograph Hunt

• Whiteboards• Whole class• (Easy homework!)• Exchange facts

4 x 52 x 10

0.2 x 100

5 + 1516 + 4

- 40 + 60

30 – 10100 – 80

1081.5 – 1061.5

40 2100 5

The answer is ...

Identify the keys which still work

Set 8 target numbers

Reach the total using only the working keys

Broken Calculator

• Digit cards• Number fans• Whiteboards• Flip flaps

Show me activities

• Pendulum• Counting stick, • Thigh, clap, snap, snap

Unison Response

This could be on any topic:• a 100 square• multiplication grid• place value grid• shape grid• fraction grid

Cover-ups

Question master and judge picked

Pupil who starts stands behind chair

Question asked and fastest ‘travels’

See how far they can travel

Possible to have several at same time

Variation: Hot seat

Around the world

• Decimals• Fractions• Place value

• Variation: place value hats

Human Number Lines

Time Warp

MILLIONHUNDRED

THTENTH

TH H T U

It’s just a jump to the left

Or a step to the right!

37

37 + 29 =

+3 +6

40 46

+20

66

37

+10 +10

47 57

+3

60

+6

66

Hit the tens

Jump the tens

Empty Number Lines

37

Over jumping

+30

67

37 + 29 =

- 1

66

Draw a number line picture for the calculations below. Explain it to your partner and compare your pictures. What is the same? What is different?

23 + 15 143 + 79 87 - 39 24 - 36 (4 x 5) – 2

Empty Number Lines

A post-it is put on your back/forehead

It has a number/shape/symbol etc on it

You have to work out what you are by asking other people questions which can be answered yes or no

Once you know what you are you have to put it on display e.g. no line, venn diagram, table

Can do calculations instead of numbers

Variation: head bands

Post-it game

Shape Statues

In groups, pupils create a statue of the given shape

Maths Karate

Each group takes a different no

Teacher claps out steady rhythm

Groups to clap the multiples

Divisible by 5 with no remainder

Multiples of 4

Count up in intervals of 0.5

Divisible by 4 with a

remainder of 2

Any number with 0 units

Odd numbers

Number Rhythms

Call out a number and pupils have to do an action of a number it can be divided by

1 – stand up straight with arms up2 – elbows out to side3 – Y shape4 – knee up5 – star jump

Time Table Aerobics

Number Congo

Chant times table facts as you conga!

4 x 5 is 204 x 5 is 20Na na na na!

Or times tables in order1 x 7 is 7, 2 x 7 is 14 .....

Children have a set of numbers on their hats

Teacher gives instructions based on the number

Use mixture of movements

- Stand up

- Hop on one leg

- Touch your toes

- Star jump ....endless possibilities!

- AUTOGRAPH HUNT 2

24

Number Hats

Below 0 0 - 10 11 - 20 21 - 30 31 - 40

Graphs

Multiples of 3 Multiples of 5

Odd

Even

Carroll Diagrams

Even

Numbers

Numbers

larger

than 25

Venn Diagrams

+ -x ÷

Make 12

24

2

8

4

12

1

Find a partner

15

3

Floor Tiles

20208282

Scatter tiles on the floor(Commercially available or buy a cheap yoga mat and use a permanent marker)

Combine with hats• Find a tile to make a total of • Find a partner and stand on your total

Pass the parcel

• Use a box of maths flashcards• Pass round to the music• Open the box and answer the question

I like game

Teacher/leader chooses a ruleEveryone has to guess the rule being usedLeader says “I like 27 but not 26”Pupil might think the rule is odd numbers so asks “Do you like 13?”

Challenging game – it can help to have a number square in front of them to cross out and circle as clues are given

A asks a question and throws ball to BB answers B asks a question and throws to AAnd so on

Every now and again say ping and your partner has to respond with pong

Add a competitive element – 1 point when you catch out your partner!

Ping Pong

Maths Orchestra

• Set a different step for each group e.g. count in 10, 0.5, 5 and 50

• When you point to a group they count in their sequence as you wave your hands

• Swap groups and they have to pick up from the last number the previous group said

• Change groups, change tempo

Walkabout

• Have you used any of these before? If so, discuss if they worked well in your class.

• Are there any you would like to try? How could you use or adapt them?

• What are the benefits and challenges?

Stop and Think

Curriculum for Excellence

“At all stages, an emphasis on collaborative learning will encourage children to reason logically and creatively through discussion of mathematical ideas and concepts.”

CfE Principles and Practice Mathematics and Numeracy

Outcomes and Experiences

I can share ideas with others ....

... sharing my solution with

others.

... explaining my choice of method.

I can work collaboratively,

....

... sharing my findings with

others.

I can explain ...

I have discussed...

... and can share my ideas about ...

I have worked with others to

explore ....

... and explain my thinking to

others.

using the experiences of

myself and others...

I can ask and answer questions

...

Why use group work?

• Greater productivity• Higher-level reasoning• More time on task• Improved morale• Greater independence• Interpersonal skills• Resilience and coping strategies• Establishing / maintaining friendships

Circle Games

Write down as many facts as you can about your shape or numberMove to next poster and repeatOnce back at home poster circle 5 most interesting/ important factsPick a group member to present

Poster Brainstorm

Tarsia Puzzles

Jigsaw puzzles can be created based on patterns of tessellating shapes.

You can also create follow me cards, matching cards and domino games with either 8, 12, 16 or 24 pieces.

Number Puzzles

Number Puzzles

SUDOKU & KAKUROwww.krazydad.com

KENKENwww.kenken.com

Sign up for teachers and

students

Spinner Games

FREE RESOURCES

http://www.beam.co.uk/mathsofthemonth.php




Stop and Think

Group Problem Solving

To emphasise that problem solving is fundamental to good learning and teaching in all aspects of mathematics and its applications, problem solving will be addressed within all lines of development rather than appearing as a separate element.

Building the Curriculum 1

Teaching today’s children to become the thinking, caring leaders who will be able to solve the world’s increasingly complex and quantitative problems requires a total commitment, not just a Friday afternoon contribution.

(Willoughby, 1990)

4

2

3

1

5 1

2

3

4

5

4

2

3

1

5

• Could you make another magic V?• How many could you make?• What is the same about all your solutions?• What is different?• Why do you think that is?• Do we have every possible solution?• How do you know?• Do you think that will always be the case?

4

2

3

6

5

• Could you make another magic V?• How many could you make?• What is the same about all your solutions?• What is different?• Why do you think that is?• Do we have every possible solution?• How do you know?• Do you think that will always be the case?• How is this similar and different to the last

challenge?

CHALLENGE 4: WHAT IF ........

We used V with 3 on each leg then 4 on each leg.

What if we had 5 or more?

We used 1 to 5, 2 to 6, 1 to 7 – what do these have in

common? What if we used other consecutive numbers?

We used consecutive numbers. What if we used consecutive

even numbers? Or consecutive odd numbers?

We used a V shape. What if it was an X or a W or a

Y?

LOW THRESHOLD, HIGH CEILING

MATHS SKILLS THINKING SKILLS

Adding single digits numbersOdd and even numbersHalving a numberConsecutive numbers

Trial and errorPatternsProperties of numbersWorking systematicallyGeneralisingDescribing rules and relationships

Using Roles

Using Roles

Shoulder Partner

FacePartner

Problem Progression 1

At the dancing class each dancer has to do a spin with each of the other dancers only once.

There are 5 dancers. How many spins will be made altogether?


Take some time to look at the route the arrows follow in this diagram.You might like to look away from the page and try to describe their path.

Will the route pass through the point (18,17)? If so, which point will be visited next? Explain how you found out.

Through how many points does the route pass before it reaches the point (9,4)?Explain how you found out.

FREE RESOURCES

http://nrich.maths.org/public/




Stop and Think

Extended Challenges

• Same groups vs. changing groups• Equal ability or mixed ability• Make the social skills explicit• Act out what you want and don’t want• Write job descriptions or hint sheets• Make a set of rules (review regularly)• Use techniques to manage who speaks, time

keeping, voting, deciding on roles• Praise effective examples

Look at these mathematical words. The way they are displayed tell us something about their meaning.

Can you think of some more?

Story Writing

ARITHMOPHOBIA- FEAR OF NUMBERS!Imagine the prime minister has a phobia of the number 5 so it has been banned. How would that change things?

Think about:• What about birthdays?• What about prices?• What about times?• What about the maths you do in school?• What about measurements?• What would be the hardest thing to adjust to?• How would it change your life?

Octophobia - Fear of the figure 8

Symmetrophobia- Fear of symmetry

Asymmetriphobia – Fear of tightly packed shapes

Chronophobia- Fear of time

Chronomentrophobia- Fear of clocks

Chrematophobia- Fear of money

Bathophobia- Fear of depth

Catoptrophobia- Fear of mirrors

Hexakosioihexekontahexaphobia- Fear of 666

Story Writing

Write a song

• Create a song to tell me everything you have learned about our topic

• Think about the vocabulary you know and the key facts you have learned

• Practise your song and be prepared to perform it to the class

Write a song

More at - http://www.mattgillbe.co.uk/CMQN_maths_questions.html

www.tascwheel.com or Google TASC wheel for more info

TASC Wheel

Design a drink

Bridge Building

Bridge Building

FOCUS ON MEASUREMENT but ....• buy one, get one free• selling on resources• exchanging money• number calculations• estimating• properties of shape• angles• timing events• many social skills

Presentations

Present to each otherPresent to another classPresent at assemblyVisitor comes to your classPresentation for parents

Movie Maker

Make a class activity

• Loop cards• Always, sometimes, never cards• True or false sorting cards• Mark my work activity• Dominoes or jigsaw game• Investigation prompts• Quiz or millionaire questions• Treasure hunts

Make a game

Create a game using this grid, up to 2 dice and 10 counters

Up to 10 counters

Travel Plans

• You and your partner have £200• Where is the furthest away place you could get to on

your budget? • Plan several different trips and explain which you

would choose and why• What if you had £400 or £100 or £1000000?• What if there were 4 of you?

Maths Theme Park

• You going to open a theme park which is all about Maths!

• What will it look like? Draw a map showing all its features or make a model

• What will it include? Think about the different rides and attractions you could have

• Think about – food, characters, prices, areas etc

Shape Challenge

• You are opening a new supermarket which sells only 2D and 3D shapes

• Draw a floor plan showing the aisles of how you will organise them

• Make some example products• Write a price list for your items• Think about special offers• Make advertising materials – posters, catalogues etc

Holiday Planner

• Imagine you have £100 to spend during your school holiday

• How would you spend it?• Would you treat any of your friends?• Where would you go? What would you do?• What if you had £20, £200, £2000?

Real Life Contexts

• Organising sports day• Making timetables for events• Sorting playground rotas• Fair use of computers and other resources• Budgeting and planning for events• Tuck shops• Costing different school trips

Consider real life resources:• Take-away menus• Catalogues• Newspaper and magazines• Travel agent brochures• Phonebooks• Advertising flyers• Timetables• TV schedules• Maps




Stop and Think

Advantages Disadvantages

Teacher in control of content Little or no discussion

Pupils independently practice skills Real time assessment more difficult (unless pupils ask for help)

Written evidence of learning Marking is time intensive for teacher

Quiet and manageable! No account of learning styles

Difficulties can be highlighted to whole class so time efficient


Different pace to keep up interest Takes time to build up class ethos for effective group work

Teacher can target which pupils or groups to observe/support

Can be more noisy than individual work!

Allows a range of different activities Requires slightly more organisation (use saved marking time!)

Effective use of resources


Allows focused teaching to groups Takes time to build up with classroom ethos

Can use the same or differentiated activities

Less written evidence

4th session allows for observation Difficult to manage the timings of activities

GROUP 1 GROUP 2 GROUP 3

A TEACHER TIME INDEPENDENT WORK PAIR WORK

B GROUP ACTIVITY TEACHER TIME INDEPENDENT WORK

C PAIR WORK GROUP ACTIVITY TEACHER TIME

D INDEPENDENT WORK PAIR WORK GROUP ACTIVITY


Pupils support each other and discuss different ideas

Little written evidence from pupils

Can cope which more challenging problems than individually

Difficult to manage time

Teacher can observe and assess Group work requires social skills which are difficult for some

Addresses different learning styles


Whole class teaching session Relies on pupil self evaluation

Teacher can focus on pupils who require support

Misunderstanding often not uncovered until marking

Pupils support each other




Stop and Think

Group Support

Group Support

Another way to get help .......




Stop and Think

Assessment & Feedback

• Hover at least a metre away• Ask pupils to put together a minute long

summary of their progress• Ask them to create a graph of their time and

explain it during the plenary• Pupils take at least 5 photos which they

annotate to show progress• Be a part of the group

Assessment & Feedback

• Post-it thoughts (anonymous or named)• Reflective questions• Self and group evaluation forms• Traffic lights/thumb tool• Set a personal/group goal for next time• Praise a team mate• Draw a picture/cartoon strip with

speech/thought bubbles




Stop and Think

Comment Boards

Planning Ahead

Email – [email protected]

Website – www.activelearninginmaths.co.uk

amy sinclair 3 may 2011 active learning: making it work (without exhausting yourself!)

Documents

world slide

autograph hunt slide

learning problem

snap unison response

games group problem

games group activities

time variation

class activities