What's going well:
- Use of 'Turn and Talk' during the warm-up (and throughout)
- Buddies knew each other well and worked well together
- Very good norms, and also great to change the norms, as they become common practice; of value to incorporate more maths-related norms over time, e.g., use of questioning and justifying
- good use of equipment and a great range of representations
- The launch went very well, but see below for other ideas
- the sharing time was great; good use of the modelling book (see below for further ideas)
Recommendations:
- split the class into two halves (we had earlier this year, been advised to take the class as a whole); I prefer the idea of two halves; this way I'll be better able to challenge Ruvi and teach Andrew the knowledge that he desperately needs, if DMIC is going to be of value to him
- at the end of the launch, consider precluding the 'acting out' section, and rather, being even more explicit, by including every child, using the Talk Moves, Repeat and Revoice
- don't give too much information away at the start of the lesson; remember, the main teaching takes place at the end of the lesson
- If there's a misconception, let the children go with it, and wait to address it during the 'connect'; at that time, talk about what's mathematically correct; misconceptions are good; there's good maths in there, and it's important to be explicit about that
- during sharing time, you (the teacher) can be re-representing in the modelling book, the work that is being shared
