Age 7-9: Y3/4 (2/3 Grade US) 2014 Feedback from Day 3

Sheffield

The range of answers was modified for maths to be the rage of options using number cards to make various decimals. This enabled children to push themselves at their own pace.

The odd one out was used as follows:

Anecdote

I used an odd one out statement starter. I had 3 similes and 1 metaphor during a poetry unit in literacy. In the discussion, it became clear that the children had already had an understanding of similes.

We could then talk about how metaphors are different from similes and moved the learning on quicker than anticipated. By spending more time on metaphors, it also meant that the children produced richer and more vivid poetry.

Simon Collis, Emmaus Primary School

The odd one out had provoked discussion and challenged at all levels.

A ‘thunk’ was used as a statement at the end of the day or after playtime.

Right or wrong gives rise to explanations and was used a s a hook to the learning objective.

What went wrong was used in maths using teacher mistakes. This challenged misconceptions and children were able to self-correct these.

Starting from the answer led to children explaining to each other.

In guided reading children were asked what would you have done differently. Philosophy for children questioning and answering promoted confidence:

Anecdote

As a whole I have a very shy class who are quite reluctant to share their opinions in case they are wrong so I am trying to use guided reading as an opportunity to promote belief in their own opinions and be able to justify them.

As a follow on guided reading activity they will be given a question that may change the outcome of the story e.g.

If the wolf had come in for tea rather than blow the house down what would have happened?

After writing down their ideas they then have to share their answer with a partner. I am beginning to see small improvements in their confidence in sharing their ideas.



Sheffield

Peter Hardwick | headteacher@beck.sheffield.sch.uk