Age 5-7: Y1/2 (K/1 Grade US) 2019 Feedback from Day 2

Wandsworth

All teachers had created PP templates such spot the mistake and multiple choice questions to help with recapping previous knowledge.  It was pointed out that it can also bring up too many gaps!

Using the prior knowledge questions during lessons helped assess understanding.

In our classroom I have 4 pots at the front of the room.  Each pot has a small coin slot in the top and is labelled A,B, C or D.  There is a multiple choice question on the smartboard that the children can see as they are coming in.  As this is before school the children have a 10 minute time slot in which they can answer the question independently by putting a lollipop stick with their name on in the corresponding pot for their answer.  This allows for a quick assessment of those who show understanding and those who might need more input.

Bronwynn Villet – Broadwater Primary

Easing the cognitive load

Modelling silently seems to have a positive effect but it is hard to quantify.

Having maths and English mats in the back of the book helps children with what operation to use in maths and grammar terms in English.

Before a topic starts, one school sends home a topic organiser which prepares children for the topic.

I like to model new concepts in maths without talking and then choose a child to come to the front and do the same concept again whilst explaining it to the class. This works really well.

Ollie Thorn – Granard Primary

I use knowledge organisers to introduce vocabulary and new concepts for the next theme.  We send home a knowledge organiser at the end of the previous term and children are expected to share and learn the new vocabulary at home.  This prepares them for the next term’s theme.  I also use spelling books which gives the children an opportunity to ease the cognitive load of spelling new vocabulary for the following day.

Regan  Ferreira – Sellincourt Primary

Middlesbrough

Prior knowledge questions identified how little children knew, especially the vocabulary.  Children were really interested in finding out the answers to their questions about topics about to take place.

One teacher made a misconception chart at the start of a science topic, identifying what they knew and didn’t.

Pre learning tasks were given in one school to check maths knowledge before starting a unit.

Cold and hot tasks were also used.

Easing the Cognitive Load

All teachers said they automatically recapped previous lessons at the start of new lessons to reinforce children’s memory.

A ‘fast ten’ at beginning of maths lessons helped children to constantly retrieve previous learning.