Age 5-7: Y1/2 (K/1 Grade US) 2016 Feedback from Day 3

HERTS

Teachers had tried the odd one out linked to science and materials.  This had allowed all children to participate at their own level.  They were also able to debate, share ideas and draw on prior knowledge.  Teachers were able to gauge children’s prior knowledge and vocabulary sometimes finding that they had deeper understanding than was predicted.

Prove it and convince me had been used within and at the end of lessons, mainly in maths which had developed children’s ability to explain and also acts as an assessment check.

What do you think was used in guided reading allowing children to predict. Statements were read about the book and children had to agree or disagree and justify their answers.  Techers were able to assess children’s comprehension.  Children realised there was not necessarily going to be a right or wrong answer – they just have to be able to justify their answer.

GLOUCESTER

Two teachers had used true false, convince me questions at the start of maths lessons and ‘how do you know?’  Children have to show they really understand it and you can see what vocabulary they use.  Children working at greater depth can apply the maths in different contexts.

Four teachers had started literacy lessons with a picture or some text to ascertain children’s understanding of different text types.  Children’s opinions and feelings towards various texts were revealed.  Planning was adapted accordingly.

All teachers had used why and how in maths lessons as well as what do you notice. These revealed and cemented children’s prior knowledge.

ROSS, CALIFORNIA

The ‘odd one out’ was used for math – telling the time, and the teacher could immediately tell who could remember the correct form.

One teacher tried jumbling up the learning intention for the students to solve.  They enthusiastically wanted to find out what the LI was.

‘What went wrong?’ had been used successfully with writing (letter formation was one) – the teacher making up errors on the whiteboard. Errors had also been given to students on various tables to sort out.  These tasks improved engagement and provided formative information. In spotting errors, students have to be able to articulate why they are wrong and what the correct response would be.

Another teacher gave the students a statement which they had to analyses to see if it was correct or not: ‘Elephants are my favourite animal.  They are big and scary and you see them at the zoo.’ Again, it was clear from the discussion which students could see the sentences were not matched appropriately.