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Gifted and Talented Gifted and Talented Research Project Research Project

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Gifted and Talented Gifted and Talented Research ProjectResearch Project

Program Outline

Students and their

Work

Teacher’s Diary and Reflection

Teaching Project

Program OutlineProgram Outline

How the students were identifiedHow the students were identified

Mathematics area of the C.S.F.Mathematics area of the C.S.F.

How the G.L.I.M. students How the G.L.I.M. students were identifiedwere identified

S.I.N.E Clinical Interview and S.I.N.E Clinical Interview and Diagnostic TestDiagnostic Test

One of the children completed the One of the children completed the D.A.R.T. assessment.D.A.R.T. assessment.

Identification and Assessment of Identification and Assessment of Gifted Students Gifted Students (Bright Futures (Bright Futures 1999)1999)

Mathematics Area Mathematics Area of the C.S.F.of the C.S.F.

MeasurementMeasurement

Measuring and EstimatingMeasuring and Estimating

Level 4Level 4At this level students focus on the At this level students focus on the identification of attributes which can be identification of attributes which can be measured and select and use appropriate measured and select and use appropriate units when estimating, describing, comparing units when estimating, describing, comparing and measuring length, perimeter and area. and measuring length, perimeter and area. They choose appropriate measuring They choose appropriate measuring instruments and use them accurately.instruments and use them accurately.

Level 5Level 5At this level students become familiar with At this level students become familiar with metric units used to measure a range of metric units used to measure a range of quantities and common rates and choose units quantities and common rates and choose units appropriate to the purpose of measurement.appropriate to the purpose of measurement.They choose instruments to measure to the They choose instruments to measure to the required accuracy, devising ways to extend required accuracy, devising ways to extend capabilities of the instruments and using their capabilities of the instruments and using their knowledge of fractions and decimals to read knowledge of fractions and decimals to read scales in which not all graduations arescales in which not all graduations are labelled labelled..They relate metric units to quantities in their They relate metric units to quantities in their everyday experience and use this knowledge to everyday experience and use this knowledge to make reasonable estimates of other quantities make reasonable estimates of other quantities as required.as required.

Using RelationshipsUsing Relationships

Level 4Level 4At this level students understand and use At this level students understand and use relationships between different attributes in relationships between different attributes in measurement situations involving the perimeter measurement situations involving the perimeter and area of polygons.and area of polygons.

Level 5Level 5At this level students investigate the relationship At this level students investigate the relationship between the dimensions of two-dimensional between the dimensions of two-dimensional shapes and three-dimensional solids and their shapes and three-dimensional solids and their areas and volumes. They use these relationships areas and volumes. They use these relationships to determine perimeters, areas and volumes of a to determine perimeters, areas and volumes of a range of shapes and objects. They use and range of shapes and objects. They use and calculate rates in their everyday experience.calculate rates in their everyday experience.

Mathematical ReasoningMathematical Reasoning

Level 4Level 4 At this level students continue to formulate and At this level students continue to formulate and test conjectures in the areas of space, number, test conjectures in the areas of space, number, measurement and chance and data. The measurement and chance and data. The emphases are on providing evidence for emphases are on providing evidence for conjectures and arguments, systematically testing conjectures and arguments, systematically testing these conjectures and arguments for exceptions, these conjectures and arguments for exceptions, completeness and reasonableness and making completeness and reasonableness and making modifications as appropriate. As well, students modifications as appropriate. As well, students decide when to use mathematical models decide when to use mathematical models appropriate to this level and to check the appropriate to this level and to check the reasonableness of the results obtained by using reasonableness of the results obtained by using these models. They discuss and write about these models. They discuss and write about mathematical situations, relationships and models mathematical situations, relationships and models using mathematical terms, symbols and notations.using mathematical terms, symbols and notations.

Level 5Level 5At this level students continue to develop the At this level students continue to develop the skills and dispositions associated with the skills and dispositions associated with the formulation and testing of conjectures in all formulation and testing of conjectures in all areas of the curriculum. An emphasis is on areas of the curriculum. An emphasis is on the development of general statements in the development of general statements in symbolic form. Students also consider the symbolic form. Students also consider the assumptions and constraints which underpin assumptions and constraints which underpin the mathematical models they use and the mathematical models they use and develop. As well, they consider the develop. As well, they consider the reasonableness of the results obtained by reasonableness of the results obtained by using these models in relation to the context.using these models in relation to the context.

Students And Their Students And Their WorkWork

StudentsStudents Demographics of the GroupDemographics of the Group

D HD H

L RL R

B BB B

J FJ F J ClJ Cl

J BJ B

J EJ E

J CJ CLBLB

StudentsStudents

L B’s ProfileL B’s Profile

Age: 12Age: 12 Grade: 6 Grade: 6 People in family: 5 people in family. Mum and People in family: 5 people in family. Mum and

dad older brother and younger sister.dad older brother and younger sister. Pet: Golden Labrador called Jackie.Pet: Golden Labrador called Jackie. Favourite subject: MathsFavourite subject: Maths Favourite sport: Football and tennis.Favourite sport: Football and tennis. Favourite hobby: surfing.Favourite hobby: surfing. I like to go to school see my friends and to work I like to go to school see my friends and to work

hard. On the weekends I play my two favourite hard. On the weekends I play my two favourite sports tennis and footy. I play for a club. I hope sports tennis and footy. I play for a club. I hope to be an A.F.L footy player but I also want to go to be an A.F.L footy player but I also want to go really well in school to be a vet.really well in school to be a vet.

L B’s WorkL B’s Work

Amazing Arrays 1Amazing Arrays 1 Amazing Arrays 2Amazing Arrays 2 Find The Area Of ….Find The Area Of …. My Area WorksheetMy Area Worksheet House PlanHouse Plan My Dream Bedroom My Dream Bedroom Bedroom ExpenditureBedroom Expenditure Area is 100cmArea is 100cm² and Perimeter is 66cm² and Perimeter is 66cm EvaluationEvaluation

J Cl’s ProfileJ Cl’s Profile Favourite Hobby: Surfing.Favourite Hobby: Surfing. Favourite Subject: Maths.Favourite Subject: Maths. Favourite Sport: Lifesaving.Favourite Sport: Lifesaving. Age: 12Age: 12 What you would like to be when you are older: Pilot What you would like to be when you are older: Pilot

in the Air force.in the Air force. My name is Jack and I am 12 years old I enjoy My name is Jack and I am 12 years old I enjoy

Maths because I like being challenged in areas of Maths because I like being challenged in areas of learning. I wanted to be apart of this maths group learning. I wanted to be apart of this maths group because I thought it would be a great experience because I thought it would be a great experience and seeing that I want to be a pilot in the air force it and seeing that I want to be a pilot in the air force it would help me be closer to my dream job as a pilot. would help me be closer to my dream job as a pilot. I also enjoy sport and I just competed in the state I also enjoy sport and I just competed in the state Cross Country championships which I came in the Cross Country championships which I came in the place 4th. My other favourite subjects are English place 4th. My other favourite subjects are English and History. and History.

J Cl’s WorkJ Cl’s Work

Amazing Arrays 1Amazing Arrays 1 Find The Area Of ….Find The Area Of …. My Area WorksheetMy Area Worksheet House PlanHouse Plan My Dream Bedroom My Dream Bedroom Bedroom ExpenditureBedroom Expenditure Area is 100cmArea is 100cm² and The Perimeter is 66cms² and The Perimeter is 66cms EvaluationEvaluation

J F’s ProfileJ F’s Profile

I am 9 years old. I am an only child. I am 9 years old. I am an only child.

Things that I enjoy doing are maths, Things that I enjoy doing are maths, reading, playing games and working on reading, playing games and working on the computer.the computer.

The sports I enjoy are cricket, The sports I enjoy are cricket, basketball, tennis, swimming and basketball, tennis, swimming and soccer. soccer.

When I grow up I want to be a doctor, When I grow up I want to be a doctor, specializing in surgery.specializing in surgery.

J F’s WorkJ F’s Work

Amazing Arrays 1Amazing Arrays 1 Amazing Arrays 2Amazing Arrays 2 Find The Area Of ….Find The Area Of …. My Area WorksheetMy Area Worksheet House PlanHouse Plan My Dream Bedroom My Dream Bedroom Bedroom ExpenditureBedroom Expenditure EvaluationEvaluation

Demographics of the Demographics of the GroupGroup

The group consisted of nine boys – eight The group consisted of nine boys – eight were year six students and one was a year were year six students and one was a year four student. This student who was a new four student. This student who was a new admission to our school this year. The boys admission to our school this year. The boys are being taught in six different grades, but are being taught in six different grades, but we met at least once a week for an hour we met at least once a week for an hour session while working on the project.session while working on the project.

Teaching Teaching

ProjectProject

Teaching ProjectTeaching Project

Learning Needs To Be TargetedLearning Needs To Be Targeted

Links to Other Curriculum AreasLinks to Other Curriculum Areas

Learning Needs To Be Learning Needs To Be TargetedTargeted

My focus for these children was to review My focus for these children was to review and extend their understanding of the and extend their understanding of the measurement strand of the Mathematics measurement strand of the Mathematics K.L.A; particularly the topic of area and K.L.A; particularly the topic of area and perimeter. I wanted the boys to see that so perimeter. I wanted the boys to see that so many of our daily activities are influenced in many of our daily activities are influenced in some ways by measurement procedures. I some ways by measurement procedures. I aimed to provide them with rich aimed to provide them with rich mathematical investigation that would mathematical investigation that would generate meaningful problem solving generate meaningful problem solving strategies that they could use in their project.strategies that they could use in their project.

My plan was to provide explicit teaching on how My plan was to provide explicit teaching on how to find the area and perimeter of regular and to find the area and perimeter of regular and irregular polygons and then lead the children to irregular polygons and then lead the children to investigate ways they could solve the area of investigate ways they could solve the area of parallelograms, quadrilaterals, triangles and parallelograms, quadrilaterals, triangles and circles. Throughout our sessions together my circles. Throughout our sessions together my endeavor was to provide tasks that challenged endeavor was to provide tasks that challenged and engaged the children. Many of the tasks and engaged the children. Many of the tasks were designed to promote discussion and lead were designed to promote discussion and lead to further inquiry and sorting out of formulas. to further inquiry and sorting out of formulas. The children needed to have a solid The children needed to have a solid understanding of this topic before they could understanding of this topic before they could springboard into their individual projectsspringboard into their individual projects..

The project while having parameters was The project while having parameters was aimed at providing opportunities for the aimed at providing opportunities for the children to be creative and put their children to be creative and put their individual mark on the task. The project individual mark on the task. The project outline was composed in consultation with outline was composed in consultation with the children after we had agreed what were the children after we had agreed what were to be basic inclusions. The use of technology to be basic inclusions. The use of technology was to be incorporated throughout this was to be incorporated throughout this project.project.

Links To Other Curriculum Links To Other Curriculum AreasAreas

This work while essentially a Mathematics This work while essentially a Mathematics unit does have links with the Technology unit does have links with the Technology K.L.A. Throughout the project the use of K.L.A. Throughout the project the use of software, digital imagining and programming software, digital imagining and programming was used to enhance and modify tasks. The was used to enhance and modify tasks. The boys were asked to explain and create boys were asked to explain and create solutions as well as plan, construct and solutions as well as plan, construct and modify their designs and report on them modify their designs and report on them using different materials.using different materials.

The boys were asked to investigate house The boys were asked to investigate house plans from a variety of sources and see why plans from a variety of sources and see why houses are built in many different ways. We houses are built in many different ways. We talked about materials used and how designs talked about materials used and how designs have changed over the years. This area could have changed over the years. This area could have been expanded and the children chosen have been expanded and the children chosen a dwelling from another part of the world and a dwelling from another part of the world and investigated size, materials used and why, age investigated size, materials used and why, age of dwelling, design structure, permanency and of dwelling, design structure, permanency and if construction relates to environment, climate if construction relates to environment, climate or availability of materials. Unfortunately time or availability of materials. Unfortunately time did not allow for such investigations.did not allow for such investigations.

Teacher’s Teacher’s

DiaryDiary

Session OneSession One

In this session the children came together and In this session the children came together and discussed what the project was about and discussed what the project was about and where it might be leading. We discussed what where it might be leading. We discussed what the words area and perimeter meant to them the words area and perimeter meant to them as individuals; as well as linking them to as individuals; as well as linking them to everyday life. We brainstormed various everyday life. We brainstormed various occupations that might use this form of occupations that might use this form of measurement in their work. Some of the jobs measurement in their work. Some of the jobs that were proposed were: builders, landscape that were proposed were: builders, landscape gardeners, pool construction, carpet layers, gardeners, pool construction, carpet layers, interior designer, surveyor, picture framer, interior designer, surveyor, picture framer, plumbers, glaciers, surfboard makers, plumbers, glaciers, surfboard makers, architects and farmers. Following this architects and farmers. Following this discussion the children created individual mind discussion the children created individual mind maps and shared their ideas with the group.maps and shared their ideas with the group.

Session TwoSession TwoThis was an explicit teaching session where the This was an explicit teaching session where the children reviewed/discovered how to work out the children reviewed/discovered how to work out the perimeter and area of a regular polygon.perimeter and area of a regular polygon.The children brainstormed with the teacher their The children brainstormed with the teacher their knowledge about how to work out the perimeter and knowledge about how to work out the perimeter and the area of a shape. They then worked on a sheet the area of a shape. They then worked on a sheet that was designed for them to discover if there was that was designed for them to discover if there was any correlation between the sides of a regular shape any correlation between the sides of a regular shape and its area. and its area. SquaresSquares Following this task we Following this task we discussed their findings. discussed their findings. Every child in the group had Every child in the group had input here. I posed the question “Is there a more input here. I posed the question “Is there a more efficient way to calculate the area of a square or efficient way to calculate the area of a square or rectangle than just counting the squares in the grid?” rectangle than just counting the squares in the grid?” Feed back was automatic from all the boys and I was Feed back was automatic from all the boys and I was able to gauge that each of them had a solid able to gauge that each of them had a solid understanding of the formulas for finding the understanding of the formulas for finding the perimeter of a shape and calculating the area of perimeter of a shape and calculating the area of squares and rectangles.squares and rectangles.

Session ThreeSession Three

As a review of the work from the last session As a review of the work from the last session the children were asked to calculate the area the children were asked to calculate the area and perimeter of specific polygons using grid and perimeter of specific polygons using grid paper. This task was completed easily by all paper. This task was completed easily by all the group. The next aspect of this lesson was the group. The next aspect of this lesson was to have the children use a computer program to have the children use a computer program devised by Mark Hennessey called devised by Mark Hennessey called amazing arraysamazing arrays. This program reinforced . This program reinforced their understanding of how we multiply their understanding of how we multiply length x width to calculate the surface area length x width to calculate the surface area of a regular polygons. The children were all of a regular polygons. The children were all successful at completing this task.successful at completing this task.

Session FourSession Four

This was an explicit teaching session on how to This was an explicit teaching session on how to measure the area of irregular shapes. From this measure the area of irregular shapes. From this point on, I did not do any specific teaching on point on, I did not do any specific teaching on perimeter but the feedback from the children via perimeter but the feedback from the children via their work and reflection indicated to me that this their work and reflection indicated to me that this area was well established. area was well established.

The lesson began with the children being The lesson began with the children being presented with a number of irregular shapes and presented with a number of irregular shapes and we discussed in twos how we might calculate their we discussed in twos how we might calculate their areas. areas. Irregular ShapesIrregular Shapes activity allowed the activity allowed the children to test their understanding and arrive at children to test their understanding and arrive at an efficient method of calculation.an efficient method of calculation.

After completing the task we After completing the task we checked their calculations by checked their calculations by counting the squares in the counting the squares in the shape and using the number shape and using the number sentences composed by each sentences composed by each child. All of the children choose child. All of the children choose to break each shape into regular to break each shape into regular polygons (squares and polygons (squares and rectangles), calculate the length rectangles), calculate the length and width, multiply together and and width, multiply together and then add the answers together. then add the answers together. The way they broke up the The way they broke up the shapes varied.shapes varied.Shape 3 for example was broken Shape 3 for example was broken up in the following ways.up in the following ways.(5 x 7) + (4 x 3) + (4 x 7) (5 x 7) + (4 x 3) + (4 x 7) 35 + 12 + 28 35 + 12 + 28 Answer = 75 Answer = 75 cm2cm2

Another answer provided by a child was Another answer provided by a child was

(5 x 2) + (5 x 2) + (13 x 3) + (4 x 2) + (4 x 2)(5 x 2) + (5 x 2) + (13 x 3) + (4 x 2) + (4 x 2)

10 + 10 + 39 + 8 + 810 + 10 + 39 + 8 + 8

Answer = 75 Answer = 75 cm2cm2

One child however chose to view the shape One child however chose to view the shape as a rectangle that was calculated as as a rectangle that was calculated as

13 x 7 and he then subtracted 2 x (2 x 4)13 x 7 and he then subtracted 2 x (2 x 4)

Therefore he recorded the sum as Therefore he recorded the sum as

13 x 7 – 2 x (2 x 4)13 x 7 – 2 x (2 x 4)

91 - 16 91 - 16

Answer = 75 Answer = 75 cm2cm2

The work allowed for valuable discussion and The work allowed for valuable discussion and the children were able to conclude that the children were able to conclude that breaking the shape into regular polygons and breaking the shape into regular polygons and calculating the answers was a much more calculating the answers was a much more efficient method to work out the area of a efficient method to work out the area of a shape. They also decided that in some cases shape. They also decided that in some cases it was more efficient to calculate the outside it was more efficient to calculate the outside perimeter of the shape and subtract.perimeter of the shape and subtract.

Session FiveSession Five

This session began with a review of what we had This session began with a review of what we had learnt about calculating the area of a regular learnt about calculating the area of a regular polygon and irregular shapes. They completed a polygon and irregular shapes. They completed a task called ‘New Boundaries’. In this task the task called ‘New Boundaries’. In this task the children were asked to divide mainland Australia children were asked to divide mainland Australia into six states of equal area and redraw the new into six states of equal area and redraw the new state boundaries. (Examples of the children’s work state boundaries. (Examples of the children’s work is attached) This was also to be an explicit is attached) This was also to be an explicit teaching session on calculating the area of a teaching session on calculating the area of a parallelogram and a triangle. The children shared parallelogram and a triangle. The children shared their understandings of what constituted a their understandings of what constituted a parallelogram and triangle. They drew the shapes parallelogram and triangle. They drew the shapes to show a visual representation of their to show a visual representation of their understanding.understanding.

The children were then given a sheet and The children were then given a sheet and asked to find the area of these shapes. asked to find the area of these shapes. ParallelogramsParallelograms

The discussion and solutions presented The discussion and solutions presented indicated the various ways each child arrived indicated the various ways each child arrived at a solution to the areas of the shape.at a solution to the areas of the shape.

Some cut out the shape and made into a Some cut out the shape and made into a regular polygon, others shaded and regular polygon, others shaded and calculated the area; they all used the grid calculated the area; they all used the grid squares to affirm their calculations.squares to affirm their calculations.

We then took this further and I asked them to We then took this further and I asked them to look at a regular polygon I had drawn and look at a regular polygon I had drawn and asked them to calculate its area. All asked them to calculate its area. All completed easily by multiplying length x completed easily by multiplying length x width. I then handed out the following sheet width. I then handed out the following sheet Parallelogram 2Parallelogram 2 and asked then to answer the and asked then to answer the sheet and write about their findings. We spoke sheet and write about their findings. We spoke of new terminology – base and height. It was a of new terminology – base and height. It was a great way for them to discover that the area great way for them to discover that the area of a quadrilateral is calculated using a formula of a quadrilateral is calculated using a formula similar to a regular polygon – base x heightsimilar to a regular polygon – base x height

Some of the drawn diagrams of the children Some of the drawn diagrams of the children showed that they had constructed triangles in showed that they had constructed triangles in their effort to calculate the area of a their effort to calculate the area of a parallelogram. I lead a discussion about how we parallelogram. I lead a discussion about how we could calculate the area of a triangle. Two of the could calculate the area of a triangle. Two of the children said that their triangles were right-children said that their triangles were right-angled triangles and half of the new polygon that angled triangles and half of the new polygon that they had drawn. After some teacher input the they had drawn. After some teacher input the children came up with a formula for working out children came up with a formula for working out the area of a triangle.the area of a triangle.

Area of a Triangle = Area of a Triangle = base x height base x height or ½ (base or ½ (base x height)x height)

22

The question was posed – ‘Does this formula The question was posed – ‘Does this formula work for all triangles?’work for all triangles?’

- Isosceles triangles- Isosceles triangles- Equilateral triangles- Equilateral triangles- Scalene triangles- Scalene triangles- Right-angled triangles.- Right-angled triangles.

Children tested this discovery using grid Children tested this discovery using grid paper and formulas using the following task. paper and formulas using the following task. TrianglesTriangles

While most children While most children counted the squares counted the squares one child coloured one child coloured the parts of squares the parts of squares to prove the to prove the formula.formula.

Another child cut up Another child cut up the part squares the part squares and rearranged into and rearranged into whole squares.whole squares.

Session SixSession Six

The session began with the children going on The session began with the children going on a computer and opening a word document a computer and opening a word document and formatting a table. The children were to and formatting a table. The children were to go to clip art and insert a picture. The others go to clip art and insert a picture. The others in the group where challenged to try and in the group where challenged to try and work out the area of that picture. work out the area of that picture.

Area Pictures Area Pictures Informal lesson on how to Informal lesson on how to measure a circle.measure a circle.

Working On Area PicturesWorking On Area Pictures

The ‘House Project’ was introduced to the The ‘House Project’ was introduced to the children. They were given a design outline of children. They were given a design outline of what was expected to be included in their what was expected to be included in their house plan which was negotiated with the house plan which was negotiated with the group. group. House ProjectHouse Project

Session SevenSession Seven

When the children first heard that their homes When the children first heard that their homes were to be 42 squares, all of them imagined 42 were to be 42 squares, all of them imagined 42 square metres. They had all made newspaper square metres. They had all made newspaper square metres as part of their homeroom class square metres as part of their homeroom class lessons. lessons. The Square MetreThe Square Metre

The task for the children in this lesson was to The task for the children in this lesson was to make a house square that equalled 9.6 square make a house square that equalled 9.6 square metres. The children loved this task and were metres. The children loved this task and were amazed with the size. amazed with the size.

House SquareHouse Square

Session EightSession Eight

This session began with a lesson on how to This session began with a lesson on how to work out the area of a circle. Reference work out the area of a circle. Reference Curriculum @ Work.Curriculum @ Work.

The children then had the following problem The children then had the following problem put forward to them put forward to them ‘Design a shape that has ‘Design a shape that has an area of 100cman area of 100cm² and a perimeter of 66cms.’² and a perimeter of 66cms.’

The children began by inserting a 10 by 10 The children began by inserting a 10 by 10 array on a grid and then moved parts to array on a grid and then moved parts to increase the outside perimeter from 40cms to increase the outside perimeter from 40cms to 66cms. 66cms. Teacher ExamplesTeacher Examples. The children’s work . The children’s work showed that solutions to this problem are not showed that solutions to this problem are not limited to just one answer.limited to just one answer.

The rest of the time was devoted to the The rest of the time was devoted to the children designing their house plans. There children designing their house plans. There are two groups and four individual projects. are two groups and four individual projects. The children looked at plans from The children looked at plans from newspapers as a guide to the set out of a newspapers as a guide to the set out of a plan and symbols used to note fixtures, doors plan and symbols used to note fixtures, doors etc.etc.

One of the groups wanted to double their house One of the groups wanted to double their house size to be 84 squares. This was allowed but it size to be 84 squares. This was allowed but it could cause problems when blocks of land are could cause problems when blocks of land are given out, so house design needs to be given out, so house design needs to be considered. We used this session also to talk considered. We used this session also to talk about areas that are included in the plans like about areas that are included in the plans like verandas, garages, carports. verandas, garages, carports.

We spoke about a staircase and what type of We spoke about a staircase and what type of staircase would take up the most room. Position staircase would take up the most room. Position of rooms is also important; while we are not doing of rooms is also important; while we are not doing plumbing and gas plumbing quotes, have all your plumbing and gas plumbing quotes, have all your wet areas on one side of a house cuts costs. wet areas on one side of a house cuts costs. Children reflected where in their homes, wet Children reflected where in their homes, wet areas are located.areas are located.

Session NineSession Nine

This session began with the allocation of house This session began with the allocation of house blocks for their plans. House blocks are not blocks for their plans. House blocks are not measured in house squares but in square metres. measured in house squares but in square metres. We had a walk around the local area and using a We had a walk around the local area and using a trundle wheel measured house blocks to gauge the trundle wheel measured house blocks to gauge the average size of blocks. average size of blocks. Measuring A House BlockMeasuring A House Block

Our school is situated in an older area but has a Our school is situated in an older area but has a new housing estate close by. The measuring that new housing estate close by. The measuring that took place allowed the children to see that not all took place allowed the children to see that not all blocks are the same, or regular in their shape and blocks are the same, or regular in their shape and that newer homes while being bigger have less free that newer homes while being bigger have less free land. The children opted to construct their homes land. The children opted to construct their homes on blocks found in an older area.on blocks found in an older area.

Session TenSession Ten

Working To Scale – In this session the Working To Scale – In this session the children’s plans were discussed and they were children’s plans were discussed and they were presented with a 6 x 7presented with a 6 x 7 grid. .

This grid was to be cut up and rearranged by This grid was to be cut up and rearranged by the grid to represent their plans. No piece was the grid to represent their plans. No piece was to be discarded in the completion of this task. to be discarded in the completion of this task. Photo

Session ElevenSession Eleven

The children were shown a computer image The children were shown a computer image of a house plans and then commenced of a house plans and then commenced transferring their drawn plans on to the transferring their drawn plans on to the computer and shading in the relevant rooms computer and shading in the relevant rooms of their houses. These will be imposed on to of their houses. These will be imposed on to their house blocks for final presentation. their house blocks for final presentation.

House plan on ComputerHouse plan on Computer

Session TwelveSession Twelve

This session was where the children costed the This session was where the children costed the furnishing of their bedroom. There were lots of furnishing of their bedroom. There were lots of furnishing and electrical catalogues produced. furnishing and electrical catalogues produced. Teacher also brought in paint cans for children to Teacher also brought in paint cans for children to gauge the cost of painting and carpet / timber gauge the cost of painting and carpet / timber flooring brochures. This session also needed some flooring brochures. This session also needed some explicit teaching about the way carpet is quoted explicit teaching about the way carpet is quoted and measured – linear metre – which is and measured – linear metre – which is approximately 3 metres x 1 metre. The children approximately 3 metres x 1 metre. The children had a budget of $8000 to spend. Their designs had a budget of $8000 to spend. Their designs indicate their creativity and dreams of the perfect indicate their creativity and dreams of the perfect room.room.

Session ThirteenSession Thirteen

Birds-Eye View ModelBirds-Eye View ModelChildren worked on their scaled birds-eye view Children worked on their scaled birds-eye view model of their house and placed on their allocated model of their house and placed on their allocated block. My original plan was to have the children block. My original plan was to have the children build a 3D model of their house using any medium build a 3D model of their house using any medium they choose, but time and the access to the they choose, but time and the access to the children did not allow for this part of the project to children did not allow for this part of the project to evolve. (Six of these children have lead roles in evolve. (Six of these children have lead roles in our school musical and they were often called our school musical and they were often called away for rehearsals. This is also the reason why away for rehearsals. This is also the reason why some of them do not have all the work some of them do not have all the work requirements in their folders.)requirements in their folders.)

I also wanted them to reflect on our sessions I also wanted them to reflect on our sessions together and have the opportunity to video together and have the opportunity to video their oral presentations; but once again time their oral presentations; but once again time and access to the children put a halt to these and access to the children put a halt to these plans. The children have however, written an plans. The children have however, written an evaluation of the project and these reflections evaluation of the project and these reflections can be found in the individual student folders. can be found in the individual student folders. As the teacher of this project I feel very As the teacher of this project I feel very affirmed and pleased that the students have affirmed and pleased that the students have enjoyed our time together. enjoyed our time together.

Teacher’s Teacher’s ReflectionReflection

My biggest hurdle in doing this project was My biggest hurdle in doing this project was finding time to gather all the children from finding time to gather all the children from the different classes at one time to complete the different classes at one time to complete the tasks. Trying to co-ordinate time where the tasks. Trying to co-ordinate time where other programs were not being interrupted other programs were not being interrupted was a huge hurdle and did mean that on was a huge hurdle and did mean that on occasions lessons were a little rushed.occasions lessons were a little rushed.

While the enthusiasm by the children for this While the enthusiasm by the children for this task has been fabulous, I would be hesitant to task has been fabulous, I would be hesitant to continue with such a project with children continue with such a project with children coming from so many grades. It is not the coming from so many grades. It is not the class teachers’ reluctance but finding time class teachers’ reluctance but finding time where we are not timetabled for specialists, where we are not timetabled for specialists, sporting commitments and musical rehearsals. sporting commitments and musical rehearsals. I was very lucky to have the vice-principal I was very lucky to have the vice-principal come and relieve me of my classroom come and relieve me of my classroom commitments, so that I could work with all of commitments, so that I could work with all of these boys, but her time was also limitedthese boys, but her time was also limited. .

While I don’t believe that individual grades While I don’t believe that individual grades should be streamed with like abilities, my should be streamed with like abilities, my recommendation would be to timetable a recommendation would be to timetable a class session weekly where children of like class session weekly where children of like abilities are grouped together for enrichment abilities are grouped together for enrichment or remedial help. This type of structure would or remedial help. This type of structure would overcome the dilemma I had with finding overcome the dilemma I had with finding regular time to complete this project. regular time to complete this project.

I would also recommend that in each grade I would also recommend that in each grade there is at least a pair of like abilities. While a there is at least a pair of like abilities. While a lot of careful planning goes into grade lot of careful planning goes into grade placements, this year two of the senior placements, this year two of the senior grades have children whose abilities far grades have children whose abilities far outweigh any of their classmates; having a outweigh any of their classmates; having a peer with a similar ability in a particular peer with a similar ability in a particular subject area would challenge and help to subject area would challenge and help to further develop ideas on topics being further develop ideas on topics being studied.studied.

MathematicsMathematics

UnitUnit

While I was released to work with these While I was released to work with these children the rest of the grade 5/6 classes children the rest of the grade 5/6 classes worked through the prepared worked through the prepared Mathematics Unit Mathematics Unit on on ‘Investigating‘Investigating The The Relationship Between Length, Perimeter and Relationship Between Length, Perimeter and Area’. Area’.

The unit I composed and followed, used a The unit I composed and followed, used a template adopted from a model developed template adopted from a model developed by Cath Murdoch. This template is what we by Cath Murdoch. This template is what we use to plan our Integrated Studies Units. use to plan our Integrated Studies Units. Area PlannerArea Planner

My time with Dr. Munro has affirmed my My time with Dr. Munro has affirmed my teaching practice and the approach adopted by teaching practice and the approach adopted by my team at school. We aim to have open-ended my team at school. We aim to have open-ended enquiry based tasks and research projects that enquiry based tasks and research projects that foster self-directed learning. For me personally, foster self-directed learning. For me personally, the sessions had me reflecting on how I as a the sessions had me reflecting on how I as a teacher impart this type of learning in my teacher impart this type of learning in my classroom. While I encourage the children in my classroom. While I encourage the children in my care to be thinkers, risk takers and creative in care to be thinkers, risk takers and creative in their problem solving and questioning of tasks; I their problem solving and questioning of tasks; I have been made aware of the importance of have been made aware of the importance of teaching and unpacking the creative thinking of teaching and unpacking the creative thinking of each child. each child.