Maths rotations – Warm up
Standard & focus areas
1.3 Design and implement teaching
strategies that are responsive to the
learning strengths and needs of students
from diverse linguistic, cultural, religious
and socioeconomic backgrounds.
2.1 Apply knowledge of the content and
teaching strategies of the teaching area to
develop engaging teaching activities.
5.1 Develop, select and use informal and
formal, diagnostic, formative and
summative assessment strategies to
assess student learning.
5.2 Provide timely, effective and
appropriate feedback to students about
their achievement relative to their learning
goals.
Explanation
Deliberate partnering in warm ups
Using MM hot spots and giving
challenging equations.
By working with different groups and
seeing their working out I’m able to
use informal diagnostic and formative
assessment to inform my next warm
up & teaching.
In warm up time I’m able to sit with
students and give timely & effective
feedback by helping them to work out
the problem or show them new
strategies.
*This is not always relative to their
specific learning goals.
Feedback Where to next? (for personal use)
Pairing students to work on a problem Maybe when students feedback to the
has been very effective for students to class they could use materials to help
support each other in their learning. demonstrate their understanding.
Children used material and then
articulated to each other and then an
adult of how they solved the problem.
At the end of warm up a couple of
students told the class.
This has been an excellent strategy to
ensure deep understanding in an
engaging way.
Effective formative assessment that It would be worthwhile to read, if you
gives a snap shot of student haven’t already, the article Mel sent out
understanding. last week on questioning and plan a
couple of questions that will deepen
student understanding.
You or another adult listens to each
group’s explanation of how they solved
the problem. Feedback is immediate.
Walker learning - Tuning In
Standard & focus areas
1.1 Use teaching strategies based on
knowledge of students’ physical, social
and intellectual development and
characteristics to improve student
learning.
3.5 Use effective verbal and non-verbal
communication strategies to support
student understanding, participation,
engagement and achievement.
4.1 Establish and implement inclusive and
positive interactions to engage and
support all students in classroom
activities.
Explanation
Through the photographers role I am
using strategies to personalise their
job to improve their learning.
Verbal / non-verbal strategies
example: writing photographers and
reporters questions on the board.
Speaking with focus children about
where they will go.
Positive interactions with student
while tuning in. Making them feel
comfortable.
Feedback
Great connections to maths learning
intentions and “modelling the friends of
ten”. Also the use of “you are practising”
so the student knew exactly what she
was working towards.
It was obvious that Vica knew what you
had been focussing on in class and you
engaged with her well.
Responding well to individual reactions
to the morning procedures.
Connecting with the focus child –
allowing the child to express themselves
and showing an interest in them.
Mila took a while to respond, however,
you acknowledged an area she had been
working on – and connected this with
her interest in the felt area.
You set the expectations with the focus
child, and acknowledged their
responses. Great modelling using the
stop watch.
Where to next? (for personal use)
When Nayt asked about takeaway, you
could suggest that he may choose to
show his understanding of facts to 10
using takeaway – he may choose not to,
and that’s ok.
With Jamilyn – when she couldn’t reply
to your question, maybe get suggestions
from the audience to engage them in
the tuning in.
When Vica suggested ‘chair’ and
‘swinging’ you could have connected
this with your well-being focus on
safety.
Maybe suggest that Jasmine draw her
representation of her house, as it
seemed very exotic and detailed – “how
about you take a clip board with you?”
or “I’ve left some clip boards over there
for design briefs.”
You asked Archie whether he wanted to
use the stop watch – maybe take that a
step further and as a provocation (that
you wanted to put there intentionally),
ask Archie if he could report back on his
use of the stop watch, and then connect
it to your numeracy learning intentions.
i.e. “could you please record the time it
 takes for 3 marbles to go down the
marble run?”
4.4 Ensure students’ wellbeing and safety By linking to the wellbeing intentions. Discussed safety around the computers.
within school by implementing school and/
or system, curriculum and legislative
requirements.