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Developing One to One Tuition Y6 boy “Before my tutoring started I hated maths and I was rubbish...
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Transcript of Developing One to One Tuition Y6 boy “Before my tutoring started I hated maths and I was rubbish...
Developing One to One Tuition
Y6 boy
“Before my tutoring started I hated maths and I was rubbish at
division....Now I can’t wait for my sessions…. I’m getting good at maths and I now enjoy my lessons in schools
much more.”
Different to whole class teaching:
• alternative methods and strategies to be used • emphasis on talk and discussion with the pupil• plan the stages of learning in manageable steps
so that the hour should be arranged in logical linked episodes with staging points between to summarise
• tutor needs to really listen to the pupil• the prime consideration is the need of the child to
secure their learning in the best way possible for them. Tutors should ensure that the teaching style suits the needs of each individual child.
For the pupil, about the pupil
• Highly personalised• Acknowledges the pupils strengths and
addresses their needs and gaps in their learning
• Misunderstandings and misconceptions are challenged immediately
Principles and teaching strategies for one-to-one tuition
Pages 7 – 10•Enquiring into prior knowledge•Drawing pupils into a modelled process•Prompting pupils to share their thinking•What to say when a child is stuck•Praise•How to draw attention to weaknesses and errors
A pupil may:• Be weak at mental calculations• Have difficulty retaining information• Tend to use formal methods even for
calculations which can be done mentally• Lack images and models to support
understanding • Work in their comfort zone• Not readily take risks
Actions to support progressPupils may need:
• A greater focus on the use of mental calculation strategies
• Support in deciding when a mental or written method is more appropriate and why
• To see, use and evaluate different approaches to solving a problem.
• Use models and images to help with visualising mathematics
• A greater level of challenge • Support and encouragement to take risks
Maths materials to support the process
• APP guidelines – levels 1-8
• Primary and Secondary Framework – learning overviews, ITPs, excel spreadsheets
• Lancashire Mathematics Website
• nrich website
• Pitch and Expectations
• Helping children in years 5 and 6
• Progression maps
• Overcoming barriers in mathematics-
• Supporting children with gaps in their mathematical understanding. (Wave 3)
• Springboard• Overcoming Barriers• Mathematics Challenge• Using mental strategies….series• Securing level 5 in Y9• Securing Levels 2,3 and 4 materials
Remember:
• Every day is a mental mathematics day • Hands-on learning is still important • Seeing mathematics through models and
images supports learning • Talking mathematics clarifies and refines
thinking• Make mathematics interesting• Learning from misconceptions and mistakes
should build up children’s confidence
Emily chooses a number
She halved the number then added ten to
the result
Her answer was thirty-five
What was the number she started with?
Try
Emily chooses another number.
She halved the number then added
seventeen to the result.
Her answer was eighty six
What was the number she started with?
Ben thinks of a number.
He adds half of the number to a quarter of the number.
The result is 60.
What was the number that Ben first thought of?
Ben thinks of a number.
He adds half of the number to a quarter of the number.
The result is 75.
What was the number that Ben first thought of?
Apply – Same calculation, different answer.
1. I divide 29 pencils equally between 6 people. How many pencils does each person get?
2. 29 people are going on a journey. Each car holds 6 people. How many cars are needed?
3. You collect 29 CD tokens. You can get a CD for every 6 tokens. How many CDs can you get?
4. 6 people win £29 and divide it equally between them. How much does each person get?
5. Divide 29 cakes equally between 6 people.6. 6 people go out for a meal. The bill is £29. How much do
they pay each?7. Work out 29 6 correct to 3 decimal places.