Lost post indeed...
"Do as I say not as I do" I guess.
If I blogged even a 10th as much as I expect from my students, I would be doing a lot better at this.
There has been a lot of updates in our follow up's for maths this term.
The list on the right is instructions students see for maths time on our Class site.
This is what the students are expected to be doing when they are not with the teacher.
Times tables Practice
We are having a huge push in basic facts at the moment so Students are doing a lot of work on their times tables.
Xtra Math and Maths Whizz
Im trying my hardest to use less of these during the follow up times, to help stop them becoming stale. But at the same time upping the importance of this.
I am doing this by checking each day that students have completed Xtra Math properly, and from what I can tell, have done their best.
I have also introduced new expectations for Maths Whizz, where students are required to make a certain level of progress. This is instead of a time requirement, so that emphasis is put into how hard they a trying on maths whizz, rather than simply clocking up the minutes.
Problem Solving Practice
These presentations have been going really well. They are a good follow up, as far as thinking and reapplying learning they done with the teacher. However, it is proving hard to make sure student's have understood the problem and answered it correctly before posting on their blogs. For this reason many students have been posting incorrect solutions on their blogs.
I'm still debating with myself how important this is, does it really matter if they get it wrong? It's still a very good record of their learning.
I could ask students to just store the presentations in their google drives rather than share them on their blogs. However, I fear this might devalue the presentations and cause students to lose interest.
I could introduce a 'marking' time with the students in their groups. However I don't want to waste that valuable teacher time on marking.
I've considered developing an answer/ solution copy for the students to check against. However I think students would jump to this, without attempting to solve the problem first.
I have also found that for some of my students, the amount of text in the problems was too daunting. These are my student's who's literacy level was restricting their ability to engage with the problems. I have developed simpler presentations, and am hoping this will scaffold them into more complicated problems in the future.