sti course 4466
TRANSCRIPT
STI Course #4466
A Closer Look at Singapore Math
with Ban Har
www.banhar.blogspot.com
STI Course #4466
Mathematical Competency as a Key
Information-Processing Skills.
Mathematics lessons should not focus
on just computation and rote learning
but to get to “accessing, using,
interpreting and communicating
mathematical ideas” which is the way
OECD defines numeracy in adults.
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STI Course #4466
Features of a Good Math Lesson
• Prolonged engagement with one
task
• CPA Approach
• Spiral Approach
• Collaborative Approach
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Greenridge Primary School, Singapore
features of
a math lesson
Let’s Learn Fractions
Prolonged Engagement Anchor Task
SEED Institute, Singapore
Show 2 equal parts.
Bruner CPA Approach
Bruner CPA Approach
2,476 x 3
Greenville Elementary School, New York
Nanyang Primary School, Singapore
Vygotsky Working in Groups
242 – 128
537 – 272
432 – 178
200 – 18
Bruner Spiral Approach
STI Course #4466
Assessment
Setting up non-negotiable assessment
indicators
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432 – 178 Level Indicators
Approaching Expectations Action Plan To use base ten blocks to model renaming 432 = 3 hundreds + 13 tens + 2 ones and then 3 hundreds + 12 tens + 12 ones
Is the student able to do number bonds for three-digit numbers? 432 is 400, 30 and what 432 is 400 and what 432 is 300 and what Is the student able to subtract? 300 – 100 120 – 70 12 – 8 Is the student able to appreciate renaming? In 492 – 178, is there enough ones to do subtraction?
Meeting Expectations
Exceeding Expectations
STI Course #4466
Teaching Basic Skills
How to differentiate for struggling
learners
How to differentiate for advanced
learners
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Tomlinson’s idea of differentiation – process, product and content
Learners accessing and constructing mathematical knowledge
Child-like Conventions
• Do renaming
• Carry out the operations
These are done separately.
200 – 18
• Rename 200 as 100 + 90 + 10
• Now subtract 10 and 8 from 90 and 10
2,476 x 3
• Multiply to get 18, 210, 1200 and 6,000
• Now add the partial products
Critical Questions in Planning a Lesson
What do I want students to learn?
How do I know?
What if they cannot learn it?
What if they already learnt it?
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Learning Outcome
Task Anticipated
Responses
Teacher Action Notes
Approaching
Expectations
Support
Meeting
Expectations
Exceeding
Expectations
Enrichment
Guided Practice
Tasks
Independent Practice
Tasks (if any)
Conclusion
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anchor task
guided practice
independent practice