Based on the experience of the Tulse Hill sessions and the fact that two (or 3 as I later discovered) explorers from the first session booked I decided to start with the second of the two session that I ran in Tulse Hill.
There were two benefits to that. First, it was a much more engaging session and clearer aims and things to take away. There was room to think quite deeply about some of the things that the activity threw up but also the chance to just work on times tables and practice.
I had not prepared enough for young people who were not to be able to do one of the times tables. I don't know what stopped them as it was possible to copy from the card sorting activity. As always, I forget how little meaning any of these things have for some of the children. This is one of the issues that needs figuring out. Explorers are encouraged to come up with ideas and observations. I don't it is a problem if they are not able to check their observations though.
Anyway, the card hunt was a popular activity. Explorers laid out the found cards and started to find ways to work with them. The discussion in this period is a real asset to the session and it would be good to find a way to make more of this by, for example, recording one or two quotes each day. May be a small group activity where they tell me what.
Linking the times tables to the unit circles was not a straight forward start even the second time round. It is a strange concept and I can only imagine what someone would think if they didn't have the firmest grip on timestables, each as a kind of entity themselves.
I didn't get on to the numberline multiple hopscotch or lattice method. I think they would be good towards the end of the course as a way of reintroducing the ideas we looked at in the beginning.
There were two benefits to that. First, it was a much more engaging session and clearer aims and things to take away. There was room to think quite deeply about some of the things that the activity threw up but also the chance to just work on times tables and practice.I had not prepared enough for young people who were not to be able to do one of the times tables. I don't know what stopped them as it was possible to copy from the card sorting activity. As always, I forget how little meaning any of these things have for some of the children. This is one of the issues that needs figuring out. Explorers are encouraged to come up with ideas and observations. I don't it is a problem if they are not able to check their observations though.
Anyway, the card hunt was a popular activity. Explorers laid out the found cards and started to find ways to work with them. The discussion in this period is a real asset to the session and it would be good to find a way to make more of this by, for example, recording one or two quotes each day. May be a small group activity where they tell me what.
Linking the times tables to the unit circles was not a straight forward start even the second time round. It is a strange concept and I can only imagine what someone would think if they didn't have the firmest grip on timestables, each as a kind of entity themselves.I didn't get on to the numberline multiple hopscotch or lattice method. I think they would be good towards the end of the course as a way of reintroducing the ideas we looked at in the beginning.
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