Overview:Oliver’s operating levels were within the P levels for maths when the tutoring began in September. Until this term he was attending full-time at a Special School in Somerset. Now in his GCSE year, his schedule has changed. Oliver is a keen photographer and his love of photography has been encouraged by his parents. This term he is attending College one day a week as he hopes to take photography at GCSE. His main source of teaching for this is from private tuition with the lovely Mike, Oliver’s step father. He will continue at school for two days and the remaining day is when he makes the journey to me for a two hour maths lesson.
Focus:
Our focus is on building his understanding of foundation knowledge and facts, and basically going as far as he can in the time we have. We will also be developing his ability to use money in real life situations as well as learning to tell the time. Our work will be supported with a numeracy lesson on both days he is at school. Oliver has a great teaching assistant who is responsible for these lessons. There is also input at home reinforcing teaching tasks through games.
First Lesson:
Our first maths session took place on September 14th. I’ve known Oliver since he was 2 years old, now this tall, handsome teenager, walked into my kitchen with his encyclopaedia of animals and birds of prey tucked under his arm. “This is to look at, in the break,” he informed me. “I shall like that.” I told him, and so we began........
Assessment:
Initial assessment tasks gave me insights into Oliver’s understanding of numbers, and the lack of it…. I wanted to see how he performed with counting; positional vocabulary; number properties; cardinal and ordinal aspects of number; number bonds and operational understanding. Generally, the children and young adults I see don’t much like this part because on some level they know they're failing, even though they may not be able to articulate it. Therefore we moved swiftly into the fun part working with the apparatus. We will be working with different pieces of maths equipment which makes numbers visual and tactile. The learning follows specific stages to ensure that knowledge moves from concrete understanding into abstract understanding with success at evey stage. Our approach is multi-sensory teaching and learning in its truest sense.
First Lesson:
Our first maths session took place on September 14th. I’ve known Oliver since he was 2 years old, now this tall, handsome teenager, walked into my kitchen with his encyclopaedia of animals and birds of prey tucked under his arm. “This is to look at, in the break,” he informed me. “I shall like that.” I told him, and so we began........
Assessment:
Initial assessment tasks gave me insights into Oliver’s understanding of numbers, and the lack of it…. I wanted to see how he performed with counting; positional vocabulary; number properties; cardinal and ordinal aspects of number; number bonds and operational understanding. Generally, the children and young adults I see don’t much like this part because on some level they know they're failing, even though they may not be able to articulate it. Therefore we moved swiftly into the fun part working with the apparatus. We will be working with different pieces of maths equipment which makes numbers visual and tactile. The learning follows specific stages to ensure that knowledge moves from concrete understanding into abstract understanding with success at evey stage. Our approach is multi-sensory teaching and learning in its truest sense.
In the next post we begin working with the Charlotte Clock reading digital time. .......
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