my name is Donna Kim I'm a highly accomplished teacher so I'm part of the
leadership team because I have that extra qualification I have 19 students
in my class two of those are ASL with very little English I have five
indigenous recognized indigenous students and I have one special needs
student there five and six-year-olds and they move around a lot so you have to
keep them engaged and move things fairly quickly jump just up normally the
sequence for a maths lesson is that we do a tuning in activities so first of
all we did a pattern in a dance that they are familiar with and then after
that I do some explicit teaching so that might involve going back over what we've
already learned but then introducing something new that they hadn't done
before the explicit teaching is the part where I talk to them about the what's
expected from the curriculum content so today we're learning about patterns what
do we know about patterns patterns up can change patterns are repetitive using
that language that is in from the Australian Curriculum but also things
that they are familiar with and building on from the knowledge that I already
have what kind of pattern is this morning oh hey they usually have for
rotational activities geared towards being able to have a book work component
yeah like awesome so that repeats doesn't a good job so what is it is that
our ABC pattern or wash let's have a look and a couple of very hands-on RT
activities so today they did potato prints of patterns that I had guided so
that they knew exactly what was required and I had noticed some children weren't
quite getting the idea of the repeating pattern hey bea utiful that's fantastic
they also had a peg activity which allows for those students who are
getting the concept to just keep going ahead with that cool so this all repeats
doesn't let me see is it a ABC pattern huh I got
it right well done good job in the group with me is very instructional this is a
particular kind of pattern this is how we do it and this is what you might see
and that group was just with me today and the next day I would have a new
group and so that and then across that week they would rotate through those
four activities my differentiation I think come is with my teaching on the
floor even though I've got a mix ability grip I've fairly clear on what level
they are at so my questioning will change to suit the differing abilities
in my little grip that I take there were sometimes we don't have to really guide
some students in this is how the pattern is let's go through a bit at a time
whereas the others can explain to me if I ask the right question that oh yes
that's a navy passion and here it is a Bab you're a bit tricky that was a
tricky one what about this job awesome that's an OB pattern isn't because
there's two colors no-repeat we also do assessments once every five weeks to see
how they're going and then we'll review that so if there are still some gaps in
learning then we'll go back and do some revising
we normally have a reflection session of what did we learn what did you notice
what happened in your group how did that work where possible we try to use an
evidence base some theory that will underpin what we're doing the classroom
one of the examples the training in the camp me into program rich is quite
widespread in New South Wales the work of Bob Wright and his associates will
help to assess where students are at and then moving forward with excellent
activities that have been well trialed in classrooms I've based all of my had
my method of teaching on count me in too I really liked the churning in the
instruction the activity and then the reflection I thought that worked for
students it really cemented all of their learning together so a lot of my lessons
are based on that count me in too particularly in mathematics and I've
adapted it a little bit but that's generally how I will run my lesson
because it works