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Period: to
Numeracy Project 2010-11
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Planning Meeting 1
Reviewed current data: Year 3 Naplan Test Data for Mathematics; and the Index of Community Socio-Educational Advantage (ICSCA) on the MySchool website; We compared areas of need from this data, and aligned these with the math strands in the ACARA Mathematics draft curriculum to formulate objectives to work towards for prep. These were:
Number and Algebra - P3 Comparing Collections (pre-cursor to money); P4 Addition and Subtraction
Measurement & Geometry - P3 Time; P4 Location. -
Meeting 1 continued.
We created a proforma for teacher content knowledge audit for our mathematical content knowledge, and filled this out. We used this information to inform our upcoming meeting with Michael Barra (Education Officer Mathematics BCE).
We created a proforma to asess the learning environment for mathematics, and filled this out to inform purchasing of items to support play based mathematics and organising of our environment to promote mathematics through play. -
1st Funded Release Day
We met with Michael Barra for the morning and using our teacher content knowledge audit. We reviewed each strand and point, brainstormed ideas and discussed the development of mathematical vocabulary and models. In the afternoon we planned for the first cycle of the action research, focussing on the concept of time as there was a visit from the Star Lab already planned and this fit in well for 'day and night' time understandings to be developed.
Resourcing was reviewed also. -
Period: to
First Cycle: Teaching about Time
Intergrating time concpet development through play: stage 1 -
Investigating: Sequencing familiar events for day and night (Pre-test)
Investigating: Drawing pictures of day and night, and activities that we do during the day and at night using tuxpaint and other drawing programs. This was used as a pre-testing activity. -
Routines and Transitions: Sequencing familiar events for day and night
Routines and Transitions: Taking turns each day to sequence our day using pictures of our daily routine. -
Play: Sequencing familiar events for day and night
Play: Dramatic play area set up for activity that takes place during the day and for activity that takes place at night. -
Investigating: Sequencing familiar events for day and night
Investigating: Fiction and non-fiction books in the library area that have a focus on sequencing activity during the day/night, including e-books/video such as, Goodnight Moon -
Routines & Transitions: sequencing familiar events
Game to go out to break - pick the picture that is in the wrong place in the sequence of events (used after introduced in FT&L). -
Real Life: Days of the week linked to familiar events
Children create plan for the class based on in and out of school activities (with information from home to support) to help them with naming days of the week. -
Assessment Activity:
The children had prior discussion and many activities around day and night. They had already used the whiteboard in play and were use to manipulation of this ICT, Students were demonstrating day and night by manipulation of the Earth in a circle. They articulated their thoughts to the teacher. -
Review Data and Reflect on first cycle
Jenny and Judith met to review children's progress from the first cycle, and plan the next meeting in which we would look at ascertaining children's prior understandings and plan learning activities around the other content descriptors for TIME. -
Plan next cycle of time - oclock in digital and analogue
2 other prep. teachers have been brought into the project earlier than previously intended due to both of us having new roles outside of St William's. This teacher released day allowed for planning of data gathering and impelemtation of new learning cycle with a continued focus on TIME. -
Assessment of children's prior understandings
Used a checklist to record observations of children's knowledge of their daily timetable, clock faces and telling time - specific language used from elaborations in draft mathematics document. -
Period: to
2nd cycle
focussing on *Sequencing familiar events in time order, such as describing the evening routine.
*Recalling and saying the days of the week and linking specific days to familiar events, such as saying that there is no school on Sunday and we play tennis after school on Tuesdays.
*Reading and describing o’clock times on analogue and digital clocks including saying that the number before the double 0 tells us the hour on digital clocks
*Linking o’clock times to specific and familiar events -
Focussed Teaching and Learning
Using IWB to demonstrate o'clock in analogue and digital: http://www.bbc.co.uk/education/dynamo/den/clock/index.htm; Using other similiar IWB activities that children can transfer into computer play. -
Routines and Transitions
Days of the Week SongAdd analogue and digital clockfaces (not together) to daily routine for o'clock times only; Songs: "Tick, Tock, I'm a clock"; "Days of the Week"; Hickory Dickory Dock. -
Play
Dramatic Play area has both clock faces introduced into it. Teacher models play that includes telling the time with the children. The children also have the opportunity to make their own clock faces to play with. -
Play
In the library area, the children enjoyed books like, "Diary of a Wombat"; "What's the time Mr Wolf?" These were read during class reading time and then introduced into the library area for free reading and interacting by the children. -
Investigations
Where are clocks in our school/home? Go on a clock hunt -take photos where the clocks are found and make a SNAPPY book =clocks; -
Focussed Teaching and Learning
In a small group setting, we used analogue and digital clockfaces that the children have made, and look at how we tell time for the hour. -
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Play
Add clocks to the block area. Use learning from investigations to add clocks to their building play. -
Investigations
Investigate with the children: "What is one of my days like?" Children take photos of their day at school and then organise these into a photo book with captions. -
Play
"What's the time Mr Wolf?" as a part of outdoor play time. -
Play - games and puzzles
Children were introduced to clockface puzzles and bingo games in the games mat area. They also were introduced to Tesiboard time games online, at: www.tesiboard.co.uk. -
Assessment
Using same checklist from gathering prior knowledge, use observations during play (questioning) and at routine and transitions times when children lead the class through the day. -
Moving to XTimelines
Keeping the Play in Prep
We have moved to XTimeline as we are going to try and insert video into our timeline. Wish us luck and come visit!
