Coming this week...addition with and without manipulatives

Addition...where to start with addition. Having taught higher up in the school and struggled with kids who haven't been taught the basics properly, I'm always keen not to rush the kids straight onto a formal written method. It's so important that they understand what they're doing and WHY they're doing it.

This is NOT a situation we want. So I do lots of practical adding, with manipulatives, especially Base Ten/Dienes. 

Starting right at the beginning, teach the concept of addition using an adding machine. This has been the best idea we have found - really cements into the children's mind that you are combining two numbers. 

Click on the picture to find the original source.

Moving onto two digit numbers and units (TU+U). Hundred squares are your best friend. 

Here's a game my little ones play.

I like to get the kids adding multiples of 10 and then tens and units numbers that do not go over the 10s boundaries. Loads of practise with Base 10, 10p and 1p coins, bundles of 10 straws and single straws. Anything to drill it into their minds that you can separate the 10s and 1s and add them more easily. 

Finally, go over 10s barrier. I introduce this slowly, practise sums which do not go over the 10s and then throw one in that does. Through careful questioning such as:

I've never had a group of children yet who haven't worked out for themselves that we should swap 10 units for 1 ten and add it to the tens column. By solving the problem themselves, they will really understand why that pesky 1 (or more) gets carried under in column addition! 

And then, repetition, repetition, repetition to hone the skills. Instead of endlessly repeating the same activity, boring the children AND myself, games will practise the skill and add a bit of fun. 

Some of my favourite are pinned to my addition and subtraction Pinterest board which can be found by clicking the picture.

There's also this computer interactive which is useful to demonstrate methods:

And one more game for you... click on the picture to find the game boards.

Coming this week... TASC system and wonder wall

This is the first week with our learning challenges in place. The children will access the learning challenges through the enabling environment.

TASC

I want the children to engage in some problem solving based on fairy tales. While searching, I found a lot mentioned about the TASC system, a method for solving a problem which encourages children's creativity, thinking skills and methodical learning.

The Early Years Foundation Stage Forum  has this diagram explaining TASC:

I loved the idea of this and wanted to develop a sheet using TASC that the children could take notes on so created my own version.

Download my problem solving sheet here. (Colour, black and white, black and white with spaces for children to record in)

Some fairytale problem solving ideas:

• How can the three little pigs/three bears keep their home safe?
• How can the billy goats gruff get over the bridge?
• How can Cinderella keep her shoe on her foot?

Wonder Wall

Our topic this term is fairy tales and the children have already shown HUGE amounts of interest in castles. In the creative area, they've been making flags for our small world castle (a fairy tale castle cake stand from a pound shop! Picture to follow...) as well as requesting a castle role play area.

To take advantage of this interest, I'm creating a Wonder Wall (Picture to follow) in my classroom where the children can research castles and castle life, ask and answer questions and compare and contrast different castles.

To encourage the children to ask and answer questions I'm using a question hand from Communication4All and a differentiated version containing higher level questions words such as: Is...? Does...? Can...? Could...? Would...? Should...?

I've linked this to the History Curriculum both old and new.

Old NC reference: History 2b, 4a, 4b, 5 and 6b. 2014 reference: ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.

I'll let you know how this all goes next week!

Inspire, Imagine, Learn

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Learning through play - why do it?

After experimenting with continuous provision, learning challenges, enhanced provision etc and accessing training, we finally came up with a system which we felt would work and allow the children to have a truly individualised curriculum which would ensure rapid progress.

We found this document online which was very useful, especially when it came to pitching to the leadership team!

Link for the full document

Learning through play in a nutshell:

1. Play is the vehicle through which children can contextualise their learning. It allows them to practise and consolidate what they have learned
2. The environment needs to allow the play to happen in a safe, secure way providing opportunities for the children to make connections, practise skills and develop positive attitudes to learning. 
3. Develops curiosity, imagination, confidence and problem solving skills.
4. It should be developed from the high quality play from the EYFS, providing focused activities often linked to a topic. 
5. Play can develop skills in the following area:
• Manage Information
• Think, solve problems and make decisions
• Be creative
• Work with others
• Self-manage
6. It is NOT what you do after work has been completed, it should permeate the day, from home to school. 
7. Use the planning cycle - daily, weekly, termly, however you see fit. Go with what the children know as a starting point and decide their next steps. Implement play based activities (in focus groups and as independent activities) then assess, assess, assess. You must ensure the children are always moving on. If you keep on doing the same thing, you'll keep on getting the same results. Adaptability, flexibility and courage are key!

The beginning of the journey...

Along with my fellow teacher, we recently decided to make big changes to our Key Stage One environment. We were like a mini Key Stage Two but with training opportunities that came our way, we saw an amazing opportunity to change our practise.

Here I hope to blog our journey from our initial set-up period to (hopefully!) a smooth running system with independent, enthusiastic children who are making massive progress.

Here's to the start of an exciting journey in my learning and teaching...!