Smoothie Capacity Challenge/teaching approach: Difference between revisions
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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: | ||
* 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|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. | ||
* 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. | ||
Latest revision as of 11:29, 12 October 2012
This is a practical session to be used with a whole class in small groups(ta) 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(ta) dialogue - Discussion of each part of the activity
- Open-ended questions(ta) – 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(ta) – children are discovering the answer to questions that they are encouraged to pose themselves.
- Arguing and reasoning(ta) – persuading each other about their ideas.
- Exploring ideas – developing practical, physical understanding of key mathematical principles.
