Effective use of modelling books to support
making an informed and defensible OTJ – Lucie Cheeseman
Squeezy boxes – pirate
time J, score along the lines – better corners, not so
floppy
Whole class or groups
eg 2 + ___ = 10
2 + ___ = 20
flatten to make a 2
digit number, join 2 to make a 4 digit number, use with decimal numbers
spend more time
practising subtraction, a lot of kids have difficulty with subtraction compared
to addition.
Making an OTJ:
Don’t forget the
progress!! Where are they at when they
start? Where are they at the end?
Conversing – what do
they know, what can they do
Observing – observing
the process they use
Gathering – formal
assessments (incl. standardised tools)
*triangulation of info
makes your judgement defensible
Use less
Use more
Recording of LI:
-
can share
half way through/at end
-
unpack it
with the kids – translate into kid language, language of mathematics
-
explain new
language, symbols
-
context or
purpose of the LI should be considered and discussed, why do we need to learn
this? What do you need to know before?
-
do
knowledge check at beginning of lesson: if they don’t have the knowledge you
need to fold back and teach knowledge.
Split the group if necessary.
Knowledge
check:
-
have an
area in your modelling book for recording
-
2-3 mins
max
-
write down
issues/misconceptions – names
-
part of
your routine
Use of pictures, words
and symbols:
-
Pictures – reminder of material manipulation.
-
Modelling
book bag – number strip, finger patterns, tens frames, glue sticks, post-its
(kids write answers and stick into book – if it’s a big group)
-
doesn’t
matter how old the kids are
-
have a
monitor to bring modelling book to the floor, group box etc
-
Solution
balloons – recording initial answers
-
Words:
Student voice – record a few different pieces
everyday
Use a variety of
materials, eg number line, stick bundles, money etc etc
Get children to talk to
each other about their work/strategies.
Brainstorms, problem
solving – write in book/stick in modelling book. Pick up misconceptions. Look back at end of unit (ie at end of
fractions unit) and see how far they’ve come.
Have symbols with words
about what they mean, ie + = add, and, plus, etc
Formative Assessment:
-
celebrate
achievements
-
regularly
review with them how they are progressing
-
develop a
coding system – happy faces, ticks, triangles, question marks
Tips for success:
-
create a
toolbox/tool bag
-
date each session
-
use
group/student profiles
-
use for
both knowledge and strategy
-
can use for
strand as well
-
be prepared
to be flexible
-
maintain
strand knowledge
Goal setting:
-
keep doing:
Student voice – their own writing of problem solving
-
stop doing:
not using book regularly
-
start
doing: record knowledge check
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