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KS2 Workshop

KS2 Workshop. NQT Inspiration Day. Guess the Dominoes Consecutive numbers Stringy quads School Trip. The teacher. Doing Saying Asking. Children can do more than you think Children’s own problems Importance of talk and questioning Children as mathematicians.

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KS2 Workshop

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  1. KS2 Workshop

  2. NQT Inspiration Day Guess the Dominoes Consecutive numbers Stringy quads School Trip

  3. The teacher • Doing • Saying • Asking

  4. Children can do more than you think • Children’s own problems • Importance of talk and questioning • Children as mathematicians

  5. Low threshold high ceiling • Everyone can start - accessible to (almost) everyone • Support for those who need it whilst challenging more confident/capable • Have potential for high level of challenge • Often combines consolidation with reasoning • Help to develop classroom community of enquiry

  6. Opportunities • Questioning • Assessing • ???

  7. Threats

  8. ‘Effective teaching requires practitioners to help children see themselves as mathematicians. For children to become (young) mathematicians requires creative thinking, an element of risk-taking, imagination and invention - dispositions that are impossible to develop within the confines of a work-sheet or teacher-led written mathematics.’ Worthington and Curruthers 2007

  9. Conditions for learning Valuing mathematical thinking Creative climate and conjecturing atmosphere Purposeful activity and discussion

  10. Valuing mathematical thinking What behaviours do we value in mathematics and how can we encourage them in our classrooms?

  11. Behaving like a mathematician • Conjecturing • Justifying • Verifying • Generalising • Proving • Working systematically • Visualising

  12. Simmering • Choice and possibility • Independence • Over time • Setting own questions

  13. Low threshold high ceiling

  14. Purposeful activity Give the pupils something to do, not something to learn; and if the doing is of such a nature as to demand thinking; learning naturally results.John Dewey

  15. NRICH website

  16. Purposeful consolidation

  17. 6 + 4 = 10 10 take away 9 makes 1 1 add 17 is 18 18…… Competitive aim – stop your partner from going Collaborative aim – cross off as many as possible

  18. What is the mathematical knowledge that is needed to play? • Who would this game be for? • What is the value added of playing the game? • Could you adapt it to use it in your classroom?

  19. Nice and nasty

  20. Three in a row

  21. 20 40 80 50 100 200 Which would you rather?

  22. Bingo A numbers 1-12 B numbers 1-36 C numbers 1-100 Repeats and exceptions allowed

  23. Games are good.. • Can be used as an introduction • Can be used to consolidate (formative assessment) • Can be used as a final (summative) assessment • Often includes element of discovery which is then formalised by teacher. • Open ended to allow simmering • Combines curriculum content with mathematical thinking • Whole class memory

  24. For each • Consolidation • Conversation • Competition • Choice • Creativity • Collaboration • Community • Challenge

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