Smoothie Capacity Challenge/teaching approach - Revision history

JanetBlair: another tag

2012-10-12T11:29:16Z

another tag

← Older revision		Revision as of 11:29, 12 October 2012
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	* Project work – as part of a wider maths topic on measuring volume and capacity.		* Project work – as part of a wider maths topic on measuring volume and capacity.
	* {{teachtag\|Inquiry\|Enquiry-based learning}} – children are discovering the answer to questions that they are encouraged to pose themselves.		* {{teachtag\|Inquiry\|Enquiry-based learning}} – children are discovering the answer to questions that they are encouraged to pose themselves.
	* Arguing and reasoning – persuading each other about their ideas.		* Arguing and {{teachtag\|reasoning}} – persuading each other about their ideas.
	* Exploring ideas – developing practical, physical understanding of key mathematical principles.		* Exploring ideas – developing practical, physical understanding of key mathematical principles.

JanetBlair at 11:19, 12 October 2012

2012-10-12T11:19:33Z

← Older revision		Revision as of 11:19, 12 October 2012
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	This is a practical session to be used with a whole class in small groups of 2 or 3 –perhaps with the added supervision of a teaching assistant if the class is excitable or particularly young. There is scope within this activity for the following different methods of learning:		This is a practical session to be used with a whole class in small {{teachtag\|group work\|groups}} of 2 or 3 –perhaps with the added supervision of a teaching assistant if the class is excitable or particularly young. There is scope within this activity for the following different methods of learning:
	*{{teachtag\|Whole class}} dialogue - Discussion of each part of the activity		*{{teachtag\|Whole class}} dialogue - Discussion of each part of the activity
	* Open-ended {{teachtag\|questioning\|questions}} – How can we find out if the containers hold the same amount? What can we tell just by looking at them?		* Open-ended {{teachtag\|questioning\|questions}} – How can we find out if the containers hold the same amount? What can we tell just by looking at them?

JanetBlair at 11:17, 12 October 2012

2012-10-12T11:17:16Z

← Older revision		Revision as of 11:17, 12 October 2012
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	* Open-ended {{teachtag\|questioning\|questions}} – How can we find out if the containers hold the same amount? What can we tell just by looking at them?		* Open-ended {{teachtag\|questioning\|questions}} – How can we find out if the containers hold the same amount? What can we tell just by looking at them?
	* Project work – as part of a wider maths topic on measuring volume and capacity.		* Project work – as part of a wider maths topic on measuring volume and capacity.
	* {{teachtag\|~~Enquiry~~\|Enquiry-based learning}} – children are discovering the answer to questions that they are encouraged to pose themselves.		* {{teachtag\|Inquiry\|Enquiry-based learning}} – children are discovering the answer to questions that they are encouraged to pose themselves.
	* Arguing and reasoning – persuading each other about their ideas.		* Arguing and reasoning – persuading each other about their ideas.
	* Exploring ideas – developing practical, physical understanding of key mathematical principles.		* Exploring ideas – developing practical, physical understanding of key mathematical principles.

JanetBlair at 11:16, 12 October 2012

2012-10-12T11:16:39Z

← Older revision		Revision as of 11:16, 12 October 2012
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	This is a practical session to be used with a whole class in small groups of 2 or 3 –perhaps with the added supervision of a teaching assistant if the class is excitable or particularly young. There is scope within this activity for the following different methods of learning:		This is a practical session to be used with a whole class in small groups of 2 or 3 –perhaps with the added supervision of a teaching assistant if the class is excitable or particularly young. There is scope within this activity for the following different methods of learning:
	*{{teachtag\|Whole class}} dialogue - Discussion of each part of the activity		*{{teachtag\|Whole class}} dialogue - Discussion of each part of the activity
	* Open-ended {{teachtag\|questions}} – How can we find out if the containers hold the same amount? What can we tell just by looking at them?		* Open-ended {{teachtag\|questioning\|questions}} – How can we find out if the containers hold the same amount? What can we tell just by looking at them?
	* Project work – as part of a wider maths topic on measuring volume and capacity.		* Project work – as part of a wider maths topic on measuring volume and capacity.
	* {{teachtag\|~~Enguiry~~\|Enquiry-based learning}} – children are discovering the answer to questions that they are encouraged to pose themselves.		* {{teachtag\|Enquiry\|Enquiry-based learning}} – children are discovering the answer to questions that they are encouraged to pose themselves.
	* Arguing and reasoning – persuading each other about their ideas.		* Arguing and reasoning – persuading each other about their ideas.
	* Exploring ideas – developing practical, physical understanding of key mathematical principles.		* Exploring ideas – developing practical, physical understanding of key mathematical principles.

JanetBlair: added some tags

2012-10-12T11:15:46Z

added some tags

← Older revision		Revision as of 11:15, 12 October 2012
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	This is a practical session to be used with a whole class in small groups of 2 or 3 –perhaps with the added supervision of a teaching assistant if the class is excitable or particularly young. There is scope within this activity for the following different methods of learning:		This is a practical session to be used with a whole class in small groups of 2 or 3 –perhaps with the added supervision of a teaching assistant if the class is excitable or particularly young. There is scope within this activity for the following different methods of learning:
	* Whole class dialogue - Discussion of each part of the activity		*{{teachtag\|Whole class}} dialogue - Discussion of each part of the activity
	* Open-ended questions – How can we find out if the containers hold the same amount? What can we tell just by looking at them?		* Open-ended {{teachtag\|questions}} – How can we find out if the containers hold the same amount? What can we tell just by looking at them?
	* Project work – as part of a wider maths topic on measuring volume and capacity.		* Project work – as part of a wider maths topic on measuring volume and capacity.
	* Enquiry-based learning – children are discovering the answer to questions that they are encouraged to pose themselves.		* {{teachtag\|Enguiry\|Enquiry-based learning}} – children are discovering the answer to questions that they are encouraged to pose themselves.
	* Arguing and reasoning – persuading each other about their ideas.		* Arguing and reasoning – persuading each other about their ideas.
	* Exploring ideas – developing practical, physical understanding of key mathematical principles.		* Exploring ideas – developing practical, physical understanding of key mathematical principles.

JanetBlair at 01:29, 27 September 2012

2012-09-27T01:29:17Z

← Older revision		Revision as of 01:29, 27 September 2012
Line 2:		Line 2:
	* Whole class dialogue - Discussion of each part of the activity		* Whole class dialogue - Discussion of each part of the activity
	* Open-ended questions – How can we find out if the containers hold the same amount? What can we tell just by looking at them?		* Open-ended questions – How can we find out if the containers hold the same amount? What can we tell just by looking at them?
	* Project work – as part of a wider maths topic on measuring volume and capacity		* Project work – as part of a wider maths topic on measuring volume and capacity.
	* Enquiry-based learning – children are discovering the answer to questions that they are encouraged to pose themselves.		* Enquiry-based learning – children are discovering the answer to questions that they are encouraged to pose themselves.
	* Arguing and reasoning – persuading each other about their ideas.		* Arguing and reasoning – persuading each other about their ideas.
	* Exploring ideas – developing practical, physical understanding of key mathematical principles.		* Exploring ideas – developing practical, physical understanding of key mathematical principles.

JanetBlair at 01:07, 27 September 2012

2012-09-27T01:07:22Z

← Older revision		Revision as of 01:07, 27 September 2012
Line 5:		Line 5:
	* Enquiry-based learning – children are discovering the answer to questions that they are encouraged to pose themselves.		* Enquiry-based learning – children are discovering the answer to questions that they are encouraged to pose themselves.
	* Arguing and reasoning – persuading each other about their ideas.		* Arguing and reasoning – persuading each other about their ideas.
	* Exploring ideas – developing practical, physical understanding of key mathematical principles		* Exploring ideas – developing practical, physical understanding of key mathematical principles.
	*

JanetBlair: Created page with "This is a practical session to be used with a whole class in small groups of 2 or 3 –perhaps with the added supervision of a teaching assistant if the class is excitable or ..."

2012-09-27T01:03:14Z

Created page with "This is a practical session to be used with a whole class in small groups of 2 or 3 –perhaps with the added supervision of a teaching assistant if the class is excitable or ..."

New page

This is a practical session to be used with a whole class in small groups of 2 or 3 –perhaps with the added supervision of a teaching assistant if the class is excitable or particularly young. There is scope within this activity for the following different methods of learning:
* Whole class dialogue - Discussion of each part of the activity
* Open-ended questions – How can we find out if the containers hold the same amount? What can we tell just by looking at them?
* Project work – as part of a wider maths topic on measuring volume and capacity
* Enquiry-based learning – children are discovering the answer to questions that they are encouraged to pose themselves.
* Arguing and reasoning – persuading each other about their ideas.
* Exploring ideas – developing practical, physical understanding of key mathematical principles
*