Cooperative Learning NAR Project CfE Level 4 Algebra Mathematics Association 2011 Conference Saturday 17th September 2011 Monica Kirson, Maths Teacher

Cooperative Learning

NAR ProjectCfE Level 4 Algebra

Mathematics Association 2011 Conference

Saturday 17th September 2011

Monica Kirson, Maths TeacherOur Lady’s High School, Cumbernauld, NL


Agenda

Activities Maths Content

Mix Pair Challenge - Multiplying Out Brackets

Simultaneous Rotate & Check - Simplifying Algebraic Expressions

Show-Me Boards - Peer Assessment/Algebra

Walk About Talk About - Peer Assessment/Algebra

Speed Dating - Simplifying Algebraic Expressions

Graffiti Boards - Consolidate Homework Task


Assessment practice will follow and reinforce the curriculum and promote high quality learning and teaching approaches.

Assessment of children’s and young people’s progress and achievement during their broad general education to the end of S3 will be based on teachers’ assessment of their knowledge and understanding, skills, attributes and capabilities, as described in

the experiences and outcomes across the curriculum.

Building the Curriculum 5: A Framework for Assessment


Positive Interdependence = you cannot complete task alone

Individual Accountability = you have to learn the task

Face to Face Interaction = discuss/work close together

Social Skills = the behaviour expectations

Group Processing = assessing your contribution & understanding

5 Basic Elements- cooperative learning structure


• Goal

• Reward

• Resource

• Role

• Sequence

• Simulation

• Outside Force

• Environment

• Identity

Positive Interdependence

✔

✔

✔

✔

✔

✔

…..Aim of Lesson

…..Verbal Praise Throughout

…..Shared

…..Maths Jobs to be done

…..Teacher Controls Time

…..Sitting/Standing/Mingling


Having explored the Distributive Law in practical context,

I can simplify, multiply and evaluate simple algebraic terms involving a bracket.

MTH 4-14a


Commutative, Associative & Distributive Laws

Commutative Law a + b = b + aa × b = b × a

Associative Law a + (b + c) = (a + b) + c(a × b) × c = a × (b × c)

Distributive Law a (b + c) = a × b + a × c)


When listening and talking with othersfor different purposes, I can:

• Communicate detailed information, ideas or opinions• Explain processes, concepts or ideas with some relevant supporting detail• Sum up ideas, issues, findings or conclusions.

LIT 4-14a


Agenda









Activity 1 “Mix Pair Challenge”

Academic Task : I Can multiply brackets by a number

I Can multiply brackets by a letter

I Can challenge/help my partners

Social Skills : To Use Encouraging PhrasesTo Check for Understanding


•Learners make their own distinct set of ‘flash cards’ (algebraic expression with brackets on one side and the expanded version without brackets on the reverse)

•In teams of 3 or 4, Learners check each other’s cards

•Learners form random pairs standing around the class

•Learners take turns to challenge/support each other

•Learners explain to each other HOW to multiply out the brackets to give the answer on the reverse of the ‘flash card’.

Evidence = Short Video Clips (2 to 3 minutes)

& Transcripts of Learners’ Explanations

Activity 1 “Mix Pair Challenge”


Learners chose to extend this task by offering their partner the algebraic expression without brackets and

asking them to give the corresponding algebraic expression with brackets.

Activity 1 - extension “Mix Pair Challenge”


Agenda



Simultaneous Rotate&Check - Simplifying Algebraic Expressions






Academic Task : I Can Simplify Algebraic Expressions

With Brackets

I Can Write Out My Stages Accurately

Social Skills : To Use My Best HandwritingTo Check Each Other’s Work

Activity 2 “Simultaneous Rotate & Check”


Working in teams of 3 or 4, Learners follow instructions:

• copy the algebraic expression, rotate jotters, check the new jotter

• on the new jotter write out the next stage of algebra (which involved multiplying out a bracket), rotate jotters, check the next new jotter

• on the next new jotter simplify the algebraic expression, rotate jotters, check the new jotter

Learners continue working in this manner supporting each other as needed, stopping to discuss differences when necessary and giving encouragement and positive feedback throughout.

Evidence = Photographic & Short Video Clip

Activity 2 “Simultaneous Rotate & Check”


Activity 2 “SimultaneousRotate & Check”


Agenda










I Can Share My SolutionI Can Discuss All SolutionsI Can Agree On The Best Solution

Social Skills : To Use Encouraging Phrases To Reach Consensus

Activity 3 - “Show-Me-Boards & Peer

Evaluation”


In teams of 3 or 4, all Learners answer the given question simultaneously in their jotters, on multiplying and simplifying an algebraic expression, share their solutions, discuss and agree on the best solution, write the best solution on the “show-me board” to be presented as their team’s response.(This process was repeated for solving an algebraic expression)

Evidence = Audio, Video & Photographic


Evaluation”



Evaluation”

Audio clip of Learners 1&2

discussing the algebraic skills needed to simplify,

7 – 2 (x – 3) + 5x7 - 2x + 6 + 5x

13 + 3x


Agenda









Activity 4 “Walk About Talk About”


I Can Share My Solution othersI Can Discuss All SolutionsI Can Agree On The Best Solution

Social Skills : To Use Encouraging PhrasesTo Check for Understanding


Learners follow instructions to write out their full solution to the given algebraic expression on a show-me board or in their jotters. Learners are then instructed to meet up with 5 different people out-with their group. Each pair compare solutions, check each stage of working, agree on the best layout and make changes to their solution as appropriate. Learners copy their final version into their jotters.

Evidence = Short Video Clips & Photographic





Activity 5 : “Speed Dating”

Academic Task : I Can Evaluate Algebraic Expressions

I Can Share My SolutionsI Can Discuss All SolutionsI Can Agree On The Best

Solution

Social Skills : To Reach ConsensusTo Use Good Meeting & Greeting


Activity 5 : “Speed Dating”

Learners follow instructions to work with lots of different partners in turn around the class. Learners introduce themselves and share their favourite colour then everyone simplifies the first algebraic expression. Pairs compare and discuss answers, making changes as appropriate. Learners thank their partners and move onto their next partner as instructed. This process was used to complete lots of different tasks involving multiplying, simplifying and evaluating algebraic expressions.

Evidence = Short Video Clips


Academic Task : I Can “Thought Shower” My Ideas

For Each Topic Header

Social Skills : To Work In SilenceTo Stay With My Team

Activity 6 : “Graffiti Boards”


Preparation Homework Task – Learners had to ask an adult or use the internet or read books to find out why we use Algebra in the world today?

Working in teams of 3 or 4 Learners contributed to Grafitti Boards to write down what information they discovered.

Evidence = Photographic







Agenda









Thank you for your time and attention

Please thank everyone who has supported your learning today

Thank You


Contact details:

Monica Kirson Maths Teacher

[email protected]

mailto:[email protected]

Documents

Cooperative Learning NAR Project CfE Level 4 Algebra Mathematics Association 2011 Conference Saturday 17th September 2011 Monica Kirson, Maths Teacher