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

Kettle Moraine School District, Wisconsin

Talk partners had been set up randomly with good partnership modelled and criteria recorded.  Students had increased engagement and accountability and were aware of what a good partner does.  They are excited by the change of partners.

Students don’t have to have an answer immediately which allows them time to think.

Tunbridge Wells, Kent

Lollysticks and photos of children had been used for random pairing of partners on a Monday morning.  Children remind the teachers about this and are excited by having a talk partner. Having partners helps support children’s confidence and children are making more friends.  Misconceptions are being picked up on that might not have been before random pairings.  Children have more confidence to talk to other children.

Children sit next to a talk partner but do their own work.

Set spaces on the carpet makes the carpet pairing easier.

Children are now talking on the carpet with different people.  Occasionally a higher achiever spends more time helping a lower achiever rather than pushing him or herself. Children are helping each other learn and improving their own skills.

Mixed ability was used for some challenges, but in maths it was seen as too difficult to do the same skill, modified with a range of levels.

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