Reflection of Independent Learning in the Classroom
Appendix 2
Recorded Conversation
After a basic skills assessment of using visual arrays, mastery questions on applying the written grid method were required for their next steps in multiplication.
E:Miss, I’m not sure how to do the grid method.
TA:So, written method. Same scenario, but we are not going to draw the arrays. What is the calculation?
E:13 x 9.
TA:OK. What do you need to do first?
E:Break the 13?
TA:How?
E:Into place value.
TA:Correct. Show me how you’ll do that.
E:One 10 and three 1’s.
TA:Good. Now what?
E:First you times 3 by 9, then 10 x 9.
TA:OK, off you go.
E:(writes) 3 x 9 = 27 and 10 x 9 = 90.
TA:Good, now what do I do with those two answers?
E:Add them together.
TA:See. You know what to do. What do we need to remember when we use column addition?
E:Make sure everything is in line.
TA:Yes. We need to make sure our place value is aligned correctly. Well done!
Reflection:
Upon evaluation, I believe that I succeeded when it came to asking the appropriate open questions to provoke their own thinking, which helped them achieve their learning objective but evidently lacked the necessary more informative feedback the child deserved to understand their next target. I hope that I will be able to address this better after some directed CPD training.
Appendix 3
Child Y
LO: To use the grid method to solve multiplication word problems.
SC: R U C S A C
CAN DO
CAN’T DO
Understood what had to be done for step 1 of question.
Chose correct operation.
Partitioned numbers correctly on the grid.
Did not know all of 4x table.
Used times table grid in classroom.
Aware that all the answers had to be added together.
Addition calculation was written incorrectly. (pv not aligned)
Able to calculate once prompted to use correct pv alignment.
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