Friday, June 16, 2017

Using Ipads

Christian is writing his story in his ipad but he is using flash cards to make his sentence first. What a clever way of learning! Well done to you, Christian. 

Learning through playing with puzzles!

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This is cute!

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Tuesday, June 13, 2017

Maths Wall

Here is our Maths Wall - it has content Maths words that we used during the week and students are refering to that when discussing or solving a Maths problem. Maths Wall gives students many chances to say the Maths words, reminds students of definitions, shows students how to spell words correctly, and also gives students a quick representation of the Maths strategy that has been learning.

We made our wall towards the end of Term 2 and students have learned a lot. I have spotted some of them looking at the Maths Wall for help as they try to explain their ideas.


Monday, June 12, 2017

What is HALF?


Using materials & authentic problems to help us learn about 'half'. 

A farmer has ____ cows and two paddocks. She wants to put one half of her cows into one paddock. How many cows will be in one paddock?

One-half of eight cows is four cows.


One-half of ten sheep is five sheep.


One-half of six goats is three goats.

A dog who helped its family!


BINGO - is his name!


Are we ready?


Thank you for watching!


At assembly on Friday last week, we presented this play to the whole school. We were trying to show everyone that learning is fun, there are so many ways of learning and one way is through a play. Video of our play is coming soon!! Watch out for that!

Thursday, June 1, 2017

Using of Talk Moves

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5 TALK MOVES

  • Revoicing - clarifying “so you are saying … Did I get that right?”
  • Repeating - “can you repeat what ?? was saying …. Or T rephrase the answer and ask a student to repeat it”
  • Reasoning - ‘do you agree or disagree with what was said, and why?’
  • Adding On - ‘what can you add to the ideas she is building?’
  • Wait Time - ‘take your time’

I have been using REPEATING lots of times as a strategy to help students talk. It has been effective because it helps even to students who do not normally talk. At this year level, I also needed to use WAIT TIME. Students are too young to think fast so they take their time, not only that they are young but also English is their second language. They need time to think, process their information in their own language before transferring it into English. This was a challenge for me but I can see its effectiveness. Most students in my class are participating in the class discussion.