Level One
- Students need short maths games 1-7 minutes as they have a short attention span.
Children need to understand concepts easily in game situations.
- High participation rate of all children, especially in group work.
- Activities should be related to their interests
- Give clear, simple instructions and make sure they are understood. A Good way to check this is to ask the children to repeat instructions back to the teacher.
- The children should use ‘hands-on’ resources, for example, multi-link, blocks
- Teacher should use teach simple maths language appropriate to the level.
- The teacher should remind children how to work in groups as they can be egocentric.
Level Two
- Students still need short maths activities, but their attention span is longer than Level One.
- Students need a lot of group work.
- Activities should be related to students’ interests.
- The Teacher should use maths language appropriate to their level.
- Teacher should give clear simple instructions.
- Students are able to work independently for short periods of time.
- Students still need hands on resources.
- Children need high levels of involvement to maintain interests.
Level Three
- There is a larger gap of ability levels so ability groupings are more needed. Perhaps maths interchange is in place.
- Extension of gifted children.
- Ability to pick up speed and fluency of basic facts.
- Children are capable of working independently.
- Children have a greater desire to be challenged.
- Children have security in repetition so they can adapt to routine in the form of timetables.
- Students socialise more in groups so teacher must allow more time for collaboration.
Level Four
- Children can independently think and work by themselves. More activities from textbooks can be done.
- There is a larger gap of ability levels so ability levels are needed. Perhaps maths interchange is in place.
- Children have more co-ordination so they need more challenging activities.
- Children have security in repetition so they can adapt to routine in the form of timetables.
- Students socialise more in groups so teacher must allow more time for collaboration.
- Teacher must plan for children who need extension activities.
- Children can carry out longer investigations, and think critically.
- Children have a varied number of strategies to work out problems.
This entry was posted on Monday, September 17th, 2007 at 11:49 pm and is filed under Maths, Science and Technology. You can follow any responses to this entry through the RSS 2.0 feed.
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