I've been away from Blogger for quite a while, and with good reason - I changed jobs over the summer holiday, and it takes quite a while to feel embedded in a new situation.
I've moved to a larger school (though not huge), and now have a class of 28 Y5-6 students. Even as a very experienced teacher, I felt a bit like a beginner all over again as I got to grips with a new culture and new expectations. I have well and truly found my feet now, and am thoroughly enjoying the challenges that a new position brings.
One of the biggest challenges was starting the Maths Cafe journey from the beginning with a new bunch of students. It has been interesting to see how they have taken the ideas on board since I first introduced it to them way back in January. I was watching closely to see if the journey this time around mirrored my initial pathway to the Maths Cafe idea.
I knew that I wanted my new students to become independent and self-directed, but under-estimated how long this would take to achieve. Three terms down the track, I can safely say that most of my students are OK with this (most of the time). One or two are really struggling and would much prefer me to just tell them what learning they need. One or two think they've got the system fooled and can take the very easy option every time. But on the whole, my new class has taken to this way of learning pretty well.
In Term 1 we introduced the idea of being self-directed, and focused on Addition and Subtraction (and we sharpened some basic facts knowledge as well, as I firmly believe that automaticity in this area reduces the cognitive load and therefore the resources available to process problems and strategies).
In Term 2 we moved into Multiplication and Division, and in Term 3 we tackled fractions, ratios and proportions.
This term I will be making another leap of faith. Normally I would construct a 4th term timetable that covered things I had not had time for during the year, or filled gaps that I felt still existed for my students. But not this term.
I am going to spend the first week with my class constructing the outline for their learning up to the end of the school year. I will give the students time to reflect on what they know, what they're unsure of and what they find totally bemusing. We will talk and talk about their priorities - the majority of my class are Y6 and will be leaving to go on to an Intermediate School in December, so priorities begin to take on a more serious feel for them - and then we will plan, reflect and plan some more.
And then we will work out a scheme of work for this term, together, as equal partners. Who knows where they feel that they need to achieve the most learning. Maybe it will be fractions again, maybe not.
I'll keep you posted.
