28.09.11 Oliver's third lesson ....Part II

Following the Counting board work recorded in Part I, we moved to working with pattern.

PATTERN BOARD WORK

Moving this along form our previous lesson I reviewed Oliver's ability to recognise all 6 number patterns, before introducing him to sequencing. You will see the boards are placed on our 'HomeBoard' resource. Once the teaching task is complete, Oliver then repeats this himself and when necessary has the (sc) aspect to enable him to figure out the correct order of the boards. So to recap, Oliver can recognise the patterns for all 6 boards, he can also build his own patterns from copying a selected board, now he can order the 6 patterns. Notice we have not yet used number names, this is a normal aspect of the programme. However, with older pupils I am keen to introduce the 'naming stage' quite quickly.

I introduce the 7 pattern in a specific way, to further progress a child's developing relational

understanding. On my display card I build the 6-pattern, which the pupil recognises. Holding the 7-pattern board I explain that this next pattern is the same as the previous one (pointing to and circling all 6 cubes) with one more cube! I then place a different coloured cube underneath. Looking at the photos, you can see that Oliver was able to still see the 6-pattern jumping out as well as the overall 7-pattern (which he recognises from our previous work with pattern) being the same as the 7- board. Pattern Boards 8, 9 and 10 are also introduced in a specific order so as to emphasise the relationships with each other. As you would expect, sequencing practice with all 10 patterns follow. Also some building of patterns 7 to 10, both for recognition and for self construction, is also necessary in order to internalise the whole series of patterns.

NOTE:

In just two lessons, Ollie was already spontaneously 'seeing' the number names of some of the boards. Younger children would need more practice to get there. I observed some very good examples of internalisation of Oliver's developing sense of pattern, which is a building block to understanding number, as well as naming and ordering the boards to 10.

NUMBER BONDS USING THE 10-BOX

'Turn taking' is an important aspect of the STERN pedagogy, because the practitioner models the task so that the pupil will know what is expected and can grow to be confident and competent. Many chidlren with additional needs who are struggling with maths get to the point where they know they are failing.... even if they can't articulate this feeling. This can often bring about behavioural issues. I have experienced this with my student, so much so that I make a point of letting him know that a task is new, that he has not yet been taught it, so how could he know it! I tell him that after we work through the tasks together he WILL know how to do it.... This explanation seems to make sense to him and so he is more willing to participate, although I still dip into my arsenal of Boffs and High Fives on occasion, long my they reign.....

We continued from the previous lesson where I place a block into the Box so that Ollie finds the partner. He still uses the self-correcting feature, which is an errorless way to learn. Once a pair of blocks is found it is important for the student to say the full number sentence such as "1 and 9 make 10." In order to embed a fact in long-term memory it requires both addends and the answer as a contained phrase. It is also the same when finding the missing addend - 4 and what make 10? Often children simply say (6) which is not attached to anything and as such will quickly fade. Therefore after a combination has been found or the missing addend has been given, RECAP together - pointing to each block you both name the blocks in this number sentence "So 4 and 6 make 10." Oliver was not too willing to verbalise this and thus I had to resort to ..... you guessed it ..... "Okay Boff let's do this one together!"

HAND WRITING

As mentioned earlier, as a direct result of noticing that Oliver's L/R directionality was poor and seeing examples of his handwriting of numbers to 10, I felt we could help improve this writing formation of numbers. I have a series of physical movements that involve large sweeping arm actions which Oliver did not want to do. He was too embarrassed to do these with me. Therefore we opted for practicing forming right and left curves, vertical and horizontal lines using a mini white board so that we had a edge. This task was also practised during his numeracy lesson on a Monday at school, as well as at home. Our focus was mainly on 2's that toppled, 5's with long necks, and two cirle 8's.

TIP:

These pre-writing activities are worth doing because it encourages fine-motor ability and strengthens muscles for better dexterity. We constantly get told by parents that their child has better dexerity since using the Stern equipment - all that manipulation on a daily basis. The writing exercises also reinforce this. A parent told me that her 14 year old daughter (DS) who had fine-motor delay, after working with the equipment for a term, not only began to make progress in her maths ability but she suddenly was able to do up her own buttons on her blouse...... such a small step you may think, but a huge achievement for her and for more independence........ Well done you!!!

THE CHARLOTTE CLOCK

Our 'time telling' strand is continuous and Oliver is reading moments of time independently now he has grasped the three step method: Todays readings were: 7:40 4:50* 2:40* 10:55 and 7:40. the two STARS were for brilliant working out. Oliver simply read out the time in one step! "It's 4:50." "It's 2:40." Fantastic! He, as with others using this method, needs to practice reading time from his Charlotte Clock at home to support what is done in the lesson because the opportunities can be limitless......

Vikki Horner

28.09.11 Oliver's third lesson....Part I

Today is our third lesson where we began with reinforcement of the block positions and vocabulary from level 1 teaching in the Counting Board.


This is moving along at a pace, so I have incorporated assigning number names from level 2. This will broaden my acitivities as well as build on Oliver's emerging understanding. First, he showed understanding of size and of position of blocks to 10 when asked to order the blocks from the smallest to the biggest and in reverse order. He self-corrected (sc) 8 and 7 otherwise was very accurate with the position of the remaining blocks.


The next task, introducing number names, was to model the procedure. It consisted of touching the 1-block then asking Oliver to name it (1) (Everyone knows this cube is called one!) Then pointing to the 2-block he named it (2), then as I pointed to each next block Oliver and I named them together up to 10! GREAT!


NOTE:
Don't miss this step out - remember that at assessment during my first lesson, Oliver did not know the count to 10, and missed out numerous names. Therefore I don't take anything for granted, I let the pupil show me what and how he tackles a task where there are clues for him to feel secure in his actions.


TIP:
When a child gets stuck on a name and thus begins to count the units of a block, DO NOT allow this to happen, distract by pointing to the 1-block, and ask the child its name, then keep pointing tio each next block as h/she names it up to to the block where the difficulty arose. The objective here is to teach childrne to see a number as a whole idea, ready for efficient calculation which will begin shortly. Counting practice will come through other activities.


As the practitioner, you will begin to see which names are secure, then use them as stepping stones to get your pupil to figure out the answers h/herself. For example, Oliver was secure with 6, but got mixed up with 7 and 8, therefore I pointed to the 6 and asked, "What number comes after 6" pausing for a second or two to give him a chance to answer, but not too long because I don't want him to feel 'tested'. If he is not able to answer, I simply point to the 1-block again and ask him to name it and whilst I continue to point, he names the blocks up to 6.


Here, I ask "So if this is 6, what comes after 6?" (point to 7). These clues help children figure things out for themselves. Carrying on then, "This is 7 (point) what number comes after 7?" (8). Same for 9, then before I could get ot the 10, Oliver quickly named it wothout hesitation. (When an answer is known - ALL children are keen to answer with speed!) On another round you can give the instruction to order the numbers from 1 to 10, and again from 10 to 1. See how the initial task of sequencing by size, has become a sequence of numbers to 10! The next build up layer will be to simply count up to 10 and back to 1 with eyes closed, although the pupil is encouraged to 'see' the blocks in the board. Great support and great development of visualisation ability.


The above technique takes a little patience but is well worth it becasue you are reinforcing numerous aspects simultaneously - reasoning ability; positional vocabulary; number sequencing; number names and counting.


NOTE:
Oliver seems to enjoy starting from 10 and not 1. this is okay and indicates choice. I simply ask him to begin from 1 with the next round. Actually children do not get sufficient practice with counting back, so see this as a bonus! This task provides rhythm and practice with additional support. Through the visual imagery from the lengths of the series of blocks, the child 'sees' a picture of blocks reducing by one unit each time. This visual information is being absorbed at a subconscious level and plays a part in a child's ability to mentally count back to zero. We repeated the task still maintaining the 'naming blocks' focus; Oliver was accurate with 1 to 5, 6 (sc) 7, 8,9 and 10 were named correctly this time! Well done Oliver!


PRACTICE IDENTIFYING BLOCKS BY NAME

After observing the accuracy and confidence displayed by Oliver, the next task I introduced was the 'Calling Back Game' where we shared out the blocks - mum joined in too. Next, I called back a number. Whoever had that block placed it in the board. Ollie absolutely loved this game and asked to do it again and again, in fact 8 times in all! (All that rtepetition and practice!!!)

TIP:
to get you thinking about the need to continue to stretch a child's emerging ability; try these ideas... after the second round (of 8) my observations were that Ollie was naming the blocks accurately, he was also placing the blocks correctly and his positional understanding was also accurate, SO I began to broaden the task by asking "Calling back 2 and the next number! what is its name?" "Calling back 10 and the number before 10? What is it called?" You can see how easy it is to give lots of extra practice with different elements as in this case with number relationships. It was such fun.... Oliver was a STAR and he knew it! How lovely is that?

Before ending this work I gave him another couple of tasks - 'The Stand Up and Stand Down Games' which is another means of identifying blocks by their names. These games enable me to give instructions focussed on 6, 7, 8 repeatedly. the best thing about these cheeky tactics is when Oliver suddenly realises what I am up to by saying "I've done those before!" and I say "Are you sure?" ha ha ha.....

The lesson continues with Pattern Board work and will be recorded in Part 2.


Vikki Horner

NUMBER WORK – PATTERN BOARDS AND CUBE PATTERNS

This resource makes learning extremely visual and is enormously helpful when teaching children about number quantities, properties and simple addition and subtraction. At a glance the unit parts of each number are displayed as a group of structured cubes – ‘painting a picture’ of the meaning of numerals 1, 2, 3, 4, 5, 6 and so forth to 10. Properties such as 'odd' and 'even' numbers, are vivid and are represented as ‘the odd man’ or needing a ‘partner’ this unforgettable imagery and easy description make the ideas memorable. Simple addition and subtraction tasks are also carried out with this support.

The lesson
With the first 6 Pattern Boards I placed them randomly in front of Oliver. I began to build a cube pattern on the display card pictured below. Oliver was asked to match this to the same board. Initially I used the same coloured cubes as the Pattern Board, offering two opportunities for success – matching by colour or by pattern. Oliver was able to recognise the pattern and so a different colour set of cubes was used.

The checking up factor proved interesting. Oliver was given the display card containing the cubes and was asked to place them in his chosen board. From this action children learn to develop cognitive skills such as left/right directionality, hand-eye coordination and 1:1 correspondence as well as strengthening fine-motor manipulation. With a student as old as Oliver, I would still be looking to see if these skills are firmly established. However, Oliver had different ideas! He wanted to take the quick route and so picked up the cubes in two’s and tried to ‘drop’ them into the empty insets. I had to explain that I needed to see if he was able to place the cubes separately into the board first ....THEN he could do it his way… compromise accepted - High five!!

Sequencing
Oliver moved on to ordering the boards from the smallest to the biggest which he did with a couple of self corrections. More high fives! At this point it was 11.00 and Oliver was hungry! This led to a lovely opportunity to encourage some clock watching and reading practice, so
as to feed that man!!!. I reinforced the procedure once more using the practice Charlotte Clock placing the hands at 1.00, Oliver followed this correctly then was asked to go to the oven, I showed him how to turn the two dials in order to bake a baguette for his much loved
cheese sandwich. This done we took our break and looked at Oliver’s bird’s of prey book. He turned the pages to his favourite birds and named them with amazing skill. He clearly has a passion for nature and David Attenborough is a favourite in his house…..

Bonds of 10
Oliver had NO understanding of the bonds of 10 - not even by counting on. No matter BECAUSE I know that in a short space of time he will build his understanding of the combinations of 10 - and that’s not all, he will know them and use them as recall from memory. So watch this space…..

To begin….. we spent the last part of the session finding pairs of blocks to fit into the 10-Box. The box is the same height as the 10-block and contains 10 combinations that make 10. I would put in a biggish block and Oliver would find one to fit the gap. The same self-checking principle applies. Each time a block was placed in the box that did not fit, the immediate visual feedback ‘told’ him in which way it did not fit, enabling him to simply take it out and try another one thus each task is a success. No feelings that he can’t do something, only feelings of satisfaction and achievement! AND high fives BOFF all round! Not too sure which of us is BOFF though?…..

We certainly finished the first session on a positive note where Oliver was definitely familiarising himself with the equipment, listening and following instructions, and completing tasks.

You might like to know that during our first 2 hour session, Oliver covered the work highlighted in blog posts dated 22nd and 24th of November as well as the contents in this post.

Vikki Horner