Nuffield Problem Solving Resources

I've just come across some great problem solving resources from the Nuffield Applying Mathematical Processes site. Whilst my primary go-to for problem solving is the NCETM site, the Nuffield resources are particularly strong in supporting high quality assessment.

I particularly like this activity: What is the best way through the maze to collect as much money as possible? The link is here.

The quality of the resources is superb: in the ZIP file is a flash program that can be loaded with a web browser. Then children can play with the puzzle like a game. This will be very motivating: the activity then leads children in to recording their mathematical ideas, developing a systematic approach, and explaining their understanding.

There are excellent progression criteria which are written for children, so they can self-assess. There are examples of children's work to show the different levels. Look at all these great teacher notes and support you can download:

This pupil (A) is completing the task at a basic level. We can assess him according to these categories:

For Representing, he is using a diagram to investigate the problem. For Analaysing, he is showing he can add up the number of coins to find one solution. H'es gone on to find two solutions. Only through discussion with the child might we find out to what extent he can interpret and evaluate the findings, and this will directly provide evidence for 'communicating and reflecting'.

Let's look at some high achievement on this task:

I won't fully analyse this child's work, but you can see they have represented the problem in calculations (but not in algebra), they have analaysed using a systematic approach, and have extended the problem to different sized mazes: they have a much higher level of understanding being able to follow a systematic approach for this much more complex problem. They have skills in interpreting and evaluating, by writing down generalizations, explaining them, and testing them. They've communicated and reflected on their learning.

In both examples, it's clear that written work provides some assessment information, but it's of limited use in assessing how well the children can interpret and evaluate the solutions, and how skilled they are at communicating and reflecting on their work. There are two obvious solutions, both with merits:

1. Verbal feedback through discussion with the teacher. Whilst this is extremely useful as a learning strategy in itself, there's clearly practical limitations.

2. Self-assessment and peer-assessment by the students: The main challenge here is to ensure the children have the skills to do this effectively. Not only do they need to be practiced in the language and structure of a constructive conversation, they need to be very clear about what they are assessing. The Nuffield student-friendly progression tables are a great start here, but it's really up to the teacher to ensure the children clearly understand the broad aims of the task and the parts of assessment. There's great potential here for students to be reflective and empowered learners. If as educators we spent our whole careers improving teaching in this area alone, it wouldn't be time wasted!

Design and Technology - What makes a good project?

Design and Technology is NOT building a tudor house!

The problem with this kind of activity is that there is only one correct way to build a tudor house: it has to look just like the model or picture from the teacher.

So what does a good D&T project look like?

1. There must be innovation. Children must have a problem that needs to be solved, and be given the freedom to plan and try any way they can think of to solve it. Why not build a house like this?

2. Ideally the end result will be something which is functional. It should actually do something. So let's build a shelter big enough to climb in. Why not test to see if it's waterproof?

3. There must be design decisions for the children to make. What material should we use? What are it's properties?

4. The children should consider the user and their own particular requirements. Can we build a house for an elderly person? What are the additional design considerations?

5. The project should have authenticity (not just a model)

6. And of course it should have a clear purpose. Combined with the user's particular requirements, this drives the design and innovation.

D&T projects can be evaluated using these criteria (data.org)

Design with a user and purpose in mind!

The design of a simple pocket torch can be wildly different depending on whether it's for a city worker or a small child. Here I worked with a fellow student teacher (David) to design a torch for city workers, and then adapt it for a child's use, finally adding a hands-free option. It's very illuminating to adapt designs for different uses, and also to modify and draw all over someone else's plans!

Training Teachers in Malaysia Government Schools

Year 1 children (6 years old) beginning to learn phonics for English

I previously wrote a blog here: http://kualalipisenglish.blogspot.co.uk/ which gives an an account of some teaching I did with a colleague in Malaysia on a government teacher training project (2011-2015). We were training the Malaysian English teachers in the government schools, and the focus of the blog is on beginner English for children 5-8 years, phonics and reading, and training teachers.

English Language Teaching in Penang, Malaysia

In 2015 I moved out of the Malaysian jungle to the gorgeous island city-state of Penang in Malaysia to teach in a private language school called Enhance Education. I can share two highlights from here:

Enhance Education

1. Kindergarten English Language teaching to children 4-6 years old: 

We had a very efficient programme using the 'Incredible English' textbook series. We also wove in a phonics programme in to the sessions to supplement the textbook. I can't recommend these textbooks enough - there are many EAL children in mainstream UK schools who would benefit from these textbooks in Early Years.

'Incredible English 1' - an online story, representative of the textbook series

2. Children's writing classes:

There is demand at this centre for writing classes for children who wish to advance their mastery of English but who have a high level of English proficiency and are in immersive English speaking environments - in school, at home and in the community. For these children, writing classes are provided. 

These classes are a wonderful opportunity to take children on exciting experiences through literature and media, play around with the stories, relate it to their own experiences, and then produce a personal, creative piece of literature of their own.

A few words about me

This year I have the luxury of being a student studying for the PGCE qualification. As well as getting awarded 'Certified Teacher' status for the UK, it's turning out to be a great opportunity to get bang-up-to-date with the latest teaching resources and pedagogy. I'm fortunate to be working with experts in their fields, and so I look forward to sharing this with you.

As part of the PGCE programme, I also teach a few days a week in an inner-city school here in London - this is my current testing ground!

All the teaching pedagogy is building on my knowledge of teaching English as a Second Language for many years.