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To include it more in our planning, very limited opportunities to implement in the classroom

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learning about rich tasks in mathematics and how that can link to problem solving.

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Ask students to prove their answer which provides the opportunity for them to see their error.

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We were excited to learn rich problem solving approaches but this was only taught to numeracy champions and feel like the rest of cohort teachers and students missed out.

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Paul Swan - Fractions and fractional thinking

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Paul Swan - Fractions and fractional thinking

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I used to think that when introducing fractions to my enabler students at their priority need, it was just exposing them to a simple fraction (e.g. Level One – Recognise and describe one-half as one of two equal parts of a whole) that introducing the symbol at the same time was appropriate.

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Paul Swan - Fractions and fractional thinking

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Paul Swan - Fractions and fractional thinking

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Now I know, it should be introduced as the written fraction word to develop their concept of fractions and see it as one number.

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For problem solving that we need to give students strategies to solve their problem. Now I know that students attempt solving the problem on their own and then share their thinking (flipped session)

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implementing more open ended tasks/ poster to show understanding of concepts- analyse pre and post.

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Instead of saying quarters, say fourths to begin with to get students into the pattern of the denominators. Later link to quarters.

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Teacher Questioning- important for all levels of learning

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Introduce fractions as 1 whole and the related family on a fraction wall rather than in fraction numerical order

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Introduce fractions as 1 whole and the related family on a fraction wall rather than in fraction numerical order

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Used to think teachers needed to lead problem solving however we need to put more responsibility on the student to take control of their learning and thinking

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write the strategy in the learning intention during a problem solving session.

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wait time is really important for number talks. So powerful when students teach each other, especially when the teacher steps away and accepts all answers.

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more rich tasks / real life tasks built into scope and sequence if possible, or built into our planning.

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During a problem solving session leaving the learning intention and success criteria open allowing students to think of their own strategies to use.

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more preparation for rich tasks and problem solving lessons

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Planning Number Talks to ensure they are sequenced and we are providing students with appropriate activities that benefit them and challenge their thinking

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Planning Number Talks to ensure they are sequenced and we are providing students with appropriate activities that benefit them and challenge their thinking

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Paul Swan - Fractions and fractional thinking

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Paul Swan - Fractions and fractional thinking

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I used to think that more of my students had an understanding of fractions appropriate to their curriculum area.

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planning of number strings to get the most success out of them

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Paul Swan - Fractions and fractional thinking

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Paul Swan - Fractions and fractional thinking

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Now I think it is imperative to have multiple exposures and opportunities for students to show their understanding and interpretation of fractions in different ways, e.g. repartition from diagrams.

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I thought you needed to have explicit teaching at the start of the session.

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Implement more rich assessment tasks

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Tutoring benefits from more direct guidance from Sarika and the cohort via PLC  - not just planning on own from the given data

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Tutoring benefits from more direct guidance from Sarika and the cohort via PLC  - not just planning on own from the given data

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Incorporate number talks and problem solving together