Age 5-7: Y1/2 (K/1 Grade US) 2013 Feedback from Day 3

Kettle Moraine School District, Wisconsin

‘Right or wrong’ and ‘all, some or no’ were question stems used which increased quality discussion.

Starting from the end questions were effective for maths.

Tunbridge Wells, Kent

‘Agree or disagree?’ was used with a range of statements about Guy Fawkes and served as an assessment for the teacher and to inform planning. The children found it fun and were very engaged.

The ‘range of answers’ had been used in shape and space, as well as the odd one out question.

One teacher used as immersion starter of putting out lots of things to do with keeping cool. She asked how they were connected and how did children know.

Questions without right or wrong answers were very successful, such as ‘Are pirates goodies or baddies?’

Anecdote

How do we know we have all the possibilities?
Parrots (the pirates each had a parrot) which were red, yellow and blue.
I colour for the head, one for the wings and body and one for the tail.
Each colour could only be used once on each parrot.

We had been learning to work systematically. A lower achieving child was able to explain that she knew she had all the possibilities because she had red as the head with blue then yellow. Then she had swapped it round – red at the top with yellow and blue. Then blue head twice then yellow head twice.

She also said she had used each colour at the top twice and swapped the other two colours round and she had checked and knew she had no repeats.

Rosemary Thirkell, Langton Green Primary School

Kentucky

Some teachers had used the statement template, resulting in children working through problems and being able to explain their thinking.

Sorting true or false growth mindset statements had enables all students to articulate their reasons.

The odd one out template in the context of ‘Which word doesn’t belong?’ was seen as very effective for developing vocabulary

Using two stories to ask what was the same about them and what was different led to children finding it difficult to focus on sections of the piece and instead wanted to compare the effect of the whole pieces.



Kettle Moraine School District, Wisconsin, USA

Patricia Deklotz | deklotsp@kmsd.edu


Kentucky, USA

Kim Zeidler | kim.zeidler@uky.edu


Tunbridge Wells, Kent, UK

Mel Shackleton | headteacher@st-james-infant.kent.sch.uk