A gformative experience

Dum...Dum...Dum
Another one bites the dust.

I was taught that rhythm as a tool for helping resuscitation.


That's what it feels like as I write this first post for about two years.

Push and Pull
I am pulled to write it by the excitement I got from participating at the KL GAFE - Google apps for Education.
I am pushed to write it with the impending JAWS Maths conference in Penang this weekend.

So what should I present?

During our BSO inspection (last week!) I wanted to attack data handling but wanted to use some great tech tools for learning to enhance the process and streamline.
I didn't want this:


I also wanted to be able to share using our FrogOS learning platform.

I greated a google form and, with help from our Learning Technologists, embedded it into the yeargroup Frog page.

When sharing the google form, I needed to set the sharing rights carefully: we are in the process of making decisions and setting up student google accounts.  At present children in our Primary Campus do not have gmail.  So I needed to set it so that all visitors to the (password protected) Frog page, could answer the questionnaire or form.

Data from Google forms populates a spreadsheet automatically.  Fabulous!  All we needed to do in those tense days before the inspection, was to tidy up the data, delete duplicated answers and check it looked ok.

I then printed out data sheets for both classes involved in the project (to simplify the lesson and reduce the possibility of mistakes).  I also included links to the results on the Frog page (this was useful later on when the children were asked to make a graph of their own using the class data.)

We created graphs using the data and planned lessons which targeted questioning skills, the language of data handling (most popular, favourite, questionaire, population, survey etc.) and the features of graphs.  We extended the learning by questioning the usefulness of a particular graph when answering a particular question.

The final product for the children was to produce high quality graphs of their own which could be used as classroom displays, Head teacher displays, online examples (children uploaded their own work using the Frog filedrop widget) and also as a book for me to bring along to the JAWS meeting.

Children were excited by the purposeful research and even found out which ice cream flavour was the most common favorite popularity popular.

And one of the ways to be a better teacher...Be less helpful.

Another reason for relying less on textbooks and making learning real.
Get a compelling question which produces a compelling answer.  Develop the problems with students.

Develop patient problem solving.

Start with the visual



To watch the TED talk, click here.

Online Smart board rival?

Virtual manipulatives is a fantastic looking version of smartboard software.  I just looked at the maths software and was really impressed by the easy to use tools, including base ten manipulatives, a set of scales or balance and a simple timer.

I'm sure that smartsoftware has more functions, but is does seem like a good quick and easy alternative.

Go here to try it out.

Maths - GTC research - three simple steps to success

A report from the GTC (General Teaching Council) recently showed three factors which can significantly lead towards success in maths.

These include:

• viewing mistakes as positive – identifying them and using them in subsequent discussions;
• allowing students to develop and justify their own varied methods;
• encouraging students to set each other problems to solve.

The research concluded that student-centred, collaborative and discussion based approaches to learning were more effective than more traditional transmission methods, especially in the development of conceptual understanding of mathematics.

Nothing too new or earth shattering, but quite reassuring.

Maths assessment at Year 3

In our year group we were talking about how we could best assess children's maths progress and attainment throughout year.  We know what many children are good at, can give next steps and are good at this kind of assessment.  This is the bread and butter of teaching.

It is the big picture/national curriculum level description which is hard to judge for me and many other teachers.

Different strands of maths have different weightings or importance in the maths levels, surely?  How can we judge children's levels if we are unclear about how much importance should be given to each strand?

The APP suggests a solution, but seems to be unwieldy and a huge marking burden.  It is suggested to be used on a sample basis, but how does that inform your judgement of the cohort as a whole?

Here are some things I stumbled on:

curriculum map for Y3 from South Gloucester

simple selection of level descriptors for maths from learninglive

various uninvestigated maths assessment links from the shambles site

I feel I have been trying to figure this one out for many years.

At my last school I tried using key objective lists which were organised by year group...this could then be used to infer a level.

Does anyone have any answers?

Are there any online maths assessments out there? Are there any which are free?  How do these weight the strands of maths?