CHCEDS045 & CHCEDS046

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School

San Francisco State University *

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36435

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Mathematics

Date

Apr 3, 2024

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docx

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CHCEDS045 Support student mathematic learning 1. Discuss how you monitor students’ understanding and acquisition of mathematics skills (through observation, listening and conversation) Be specific. Use introductory activities, observations of students work, assessments, mathematical quizzes, asking students questions about the mathematical activities and what they do and do not know. We have a student with a learning difficulty and she has a hard time with basic math equations and problem solving. I go through some math problems every day with her and revise them as much as possible and report it on a chart for her, this is also our way of monitoring her understanding. Setting goals is her favourite way of achieving something so we do this strategy also. We play games that include her level of mathematical equations, we have discussions on problem solving using real life problems. We also have group activities, the students love playing a game called Kaboom, it is similar to pick up sticks and when they get the stick there is a math equation written on it, if they get it correct, they can keep it and if they get it wrong the other students are to provide their own ways of solving it. I listen to the student’s conversations and use this as a way to understand how she intakes the information from the other students and her responses to her own and the other student’s views. 2. What things would you need to discuss with the teacher? Also, explain the difference in the teacher and teacher aide roles here. A teacher aide should discuss any planning for the day or week with the teacher. Discuss student’s progress and knowledge shown in activities, what tasks are being given in the lessons and any materials and equipment needed for the lessons. Discuss preparation for lessons student level of knowledge and difficulties. Discuss any behavioural manners of specific students and difficulties they may have, situations outside of schools that may interfere with the students learning. Discuss what equipment and materials are needed for the lessons. Any problems students may be having obtaining concepts being taught The teacher’s role is to provide planning, preparation and teaching programs to achieve specific student outcomes. They are to engage in critical reflection and inquiry in order to improve a student’s learning abilities. Teachers are to model effective learning, they identify their own learning needs, evaluate and expand their professional learning both collegially and individually. Teachers show respect and perform in a professional manner when interacting with students, colleagues, parents, carers, volunteers and community members while a teacher aides roll is to support students by implementing a range of teaching and learning strategies, using one on one strategies, co-operative learning, scaffolding, modelling and worked examples. They are to support the teacher at all times and assist the teacher in planning and preparation for daily activities. Teacher aide’s responsibility is to follow the direction and plans as directed by the teacher. 3. Specifically detail 4 different strategies or scaffolding that would enhance or help students with their maths acquisition. 1. Talk students through each mathematical equation before they begin work. Use discussion to prevent them using the incorrect strategies and problem solving skills. Ask questions to guide the students thinking such as real-life problems. I have used this strategy with a student who had difficulties understanding a math problem, I used her horses as an example, “If you had 5 of your horses in a paddock and they all had a foal, how many would there be altogether including the foals”, this is a much more friendly way instead of 5x2 and becomes more exciting for the students. 2. Provide a completed example and talk the students through it or show them an example and complete it with them, showing them how you complete it. I used the

large whiteboard to provide tips and examples of their equation if they are having difficulties, they then practice their own and gain an understanding of how the equation is completed correctly. 3. Make maths fun, use or create a mathematical game that allows the students to focus on their weak points before introducing more complex activities and equations. As above in questions 1 I mentioned a game we play called Kaboom, we have different levels of difficulty to suit each child’s needs. We also supply many math board games to provide a fun learning experience for the students. We play the games with them to ensure they are using correct strategies to solve the math problem. 4. Homework, send mathematical activities sheets home with the student to work on and use simpler versions of the problem before introducing more complex versions. This can give the student their own time to solve the problem without any distractions 4. Explain why the following are important:  Using explicit talk  Using accurate maths terminology and concepts  Using developmentally appropriate strategies  Students being able to check reasonableness of solutions  Building confidence in students  Factors affecting the acquisition of mathematics skills (health issues, socio- economic issues, home language other than English) 1. Using explicit talk and instructions can help the student understand directions and ensures they comprehend the concepts of the discussion. It is an effective way to clearly focus on learning and the aspects of their learning needs. I use this in the classroom in the math lessons for students having trouble solving problem solving. I use this to give clear instructions and mathematic methods to the students, go through examples at a speed to suit their learning, give feedback, break down the information and to verbalise the thinking progress of the students. 2. Using correct and accurate terminology helps our students understand the mathematical concepts and it gives them a better and full understanding. It allows them to understand the math vocabulary and create better problem solving. An understanding on the concepts empowers students to see a better pathway to solve mathematical problems, determining the best method to solve them. 3. Developmentally appropriate strategies will allow and ensure a student will have the support they need to learn and gain understanding that meets their needs. Recognising their needs will allow the students to gain encouragement and confidence when investigating their mathematical aquations. 4. This is useful for ensuring a student builds confidence and encouragement when faced with difficult problems with their aquations. This allows the students to check weather their calculations make sense and to identify and misunderstandings. Letting our students check and correct their own work lets them see their mistakes and gain an understanding at their own pace. They can take time to see where they have miscalculated and find their own ways to understand a solution. We give our students time to go over and double check their work to make sure they have it correct.

5. Building confidence in students is a valuable way to enhance their productivity. They are more willing to learn and face difficult challenges. This allows students to increase their math skills and perform better and higher achievements. In our class we use dojos, they are stickers for a chart when the students achieve goals, do well in their work, are respectful, responsible and proud learners. Once the students get to 10 dojos they receive a prize or fun activity. This is an excellent way for the students to be confident in their work and once received a dojo, proceed to gain confidence. 6. Language can be a very difficult situation within a child’s learning, low or little language has a very strong affect to the student’s learning ability, their understanding of certain words and trouble connecting sentences. This affects not only their testing but their whole class learning and learning process. Students with low English will have difficulty to meet the challenges of words, sentence structure, text, reading and basic understanding of methodical problem solving. Health issues have a major effect on a student’s mathematical leaning weather it is involving themselves or family members. This can be an absence from school and anxiety when confronted with difficult situations and problems. Anxiety leads to a cycle of low confidence and anxiety that can affect school and class performance. 5. Discuss ways you can assist with the various assessment methodologies (formative, summative and standardised testing) I help assist students with discussion on what they have learnt in previous lessons, comment on their work beforehand and discuss what they can use. Assemble paired sharing, this can allow students to discuss between themselves their answers and effective solutions. We always allow paired sharing as a way of discussion within the classroom, we also do one on one discussion. Providing supportive language and directing students towards a better influenced answer by producing additional information. CHCEDS046 Support student literacy learning 1. Explain how you as a teacher aide can encourage and model spoken language. In your response discuss:  Different styles of verbal communication  Different functions of language  Monitoring students understanding  Factors affecting language (age, culture, abilities appropriate language)  Explicit talk I as a teacher aid, use verbal communication to talk to the student and listen to their response by asking them questions and answering any questions they have in return. Reading to the students and using discussion on the book and story we have read. Using pretend play is also a strategy I use, using verbal communication and taking turns when talking together. The students and I also sing along to rhymes in groups and individually. I use a strategy called cooperative language learning, I used this in small groups or pairs, the activities we do promotes opportunities for social interaction. When using verbal discussion, I listen to the accuracy and fluency of the student’s language, supporting them with mispronunciation and understanding. I use language to provide feedback on students work and offer suggestions to help improve their work by using a referential function of language to convey facts and information in discussion, this is mostly used within the classroom to help monitor the students understanding and information they are gaining. Students use language to explain their reasoning, defend their arguments, and demonstrate their

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knowledge and skills during assessments. It is very widespread when using language to engage in discussion with the students such as emotive, the expression of emotions, feelings, and attitudes through language. Ideational language is a regularly used function that represents the use of language to express ideas and experiences, students usually tell us about their weekend and holidays and always express their enjoyment within their language. Interpersonal and phatic functions, this function relates to the use of language to establish and maintain social relationships, we use this on a daily basis when socialising during lunch breaks, classroom activities, before and after school, during play and in one-on-one discussions as well as classroom learning. This function tents to help with social and emotional language. There are many factors affecting language. At our school we have many visitors throughout the year and many from a different cultural background. The students tend to find it hard to communicate and understand some information coming from the visitors. This plays a major affect on the learning ability of the students and sometimes mispronunciation leads to confusion and misunderstanding in their learning. Age is also a major affect here as we have kindy students who have little to no communication skills and sound development. It is very difficult for the students to socialise and communicate during learning and classroom discussion. We do have ways around this by using flashcards, drawing and hand gestures during communication. A student here has difficulty pronouncing her sounds properly as she has an overbite. We also have ways of dealing with this as listed above. We do exercises with her to shoe her how and where to put her tongue when speaking. 2. How do you support students to read and interpret texts? In your response also discuss:  Strategies to help students read  Problem solving to make meaning from text I can support students by correcting them on their reading and mispronunciation, following along with their reading and supporting them when needed. We use shared reading as an activity to help students with their reading ability, as they read along, I can adjust their sounding of the letters and words. I also read to them and slowly sound words I know they have difficulties with. Any mispronunciation of a sound, we do exercises on tongue placement. Afterwards we can summarise what we have read and ask questions. Story retell is another strategy I use, by doing so we can make connections to the story from real life situations, and the students can retell the story in their own words. I will ask them questions on the text we have just read to ensure they gain an understanding on the text and information provided. 3. Discuss how you can enhance students writing skills In your response also discuss:  Terminology specific to writing  Examples of strategies to help students improve writing skills  Examples of ways to assist students improve their spelling  Planning for writing tasks  Reflection and self editing I can enhance writing skills by using our word wall, this provides encouragement for students to learn new words and their meaning. I assist students by breaking down the words they are having difficulties with and ensure they have a clear understanding of the words meaning. A strategy to enhance a student’s writing that I often use is to give them real life situations to write about, either something they have done or something that has happened to them. They can then read aloud to the other students creating interest and classroom discussion.

To improve spelling we can again use the word wall, write the words and sound them out on the mini whiteboards, look at sight words, play games like filling in missing letters for words in a sentence and even spelling the word out loud so they can pronounce the letters and sounds, any difficulty with sounds we can always use the PLD flipbook, showing animated illustrations of tongue placement. Discussion can help plan a writing task and making a draft and leaving plenty of room for edits. I often allow students to self-edit their work, especially if they have rushed it. I allow them to proof read their text and correct any mistakes or confusion, this allowing them to improve clarity and organisation of their writing. 4. Discuss 3 examples of resources you have developed or used to improve students’ literacy skills. Decoding – Using phonics and phonemic skills to turn words into sounds. Participating – Using discussion, singing, drawing and storytelling to break down the tension. Analysing – Students can analyse the texts through questioning and interest. 5. Demonstrate your knowledge of literacy through discussion of the below dot points:  Relationships between oral language, reading and writing  accurate spelling, grammar and punctuation  genres and writing styles  texts for different purposes Reading and writing are dependent on oral language, I very strongly believe the more oral language used the better the reading and writing becomes and extends. Oral language creates a foundation for reading and writing skills that students will develop. Oral language is used in all aspects of a student’s learning within the school environment and in their general lives. Using the correct spelling, grammar and punctuation is key to enhancing a student’s learning. They learn from us so we must use it correctly while marking their work, using examples and in general discussion. This will support students to properly arrange words into sentences while adding the correct punctuation, help them understand how punctuation is used and when to use it. It also allows communication to be used effectively with others. Genres and writing styles tell stories in interesting ways such as short stories and narratives, descriptive writing and creative writing, they can be a comedy, novel or tragedy and even fiction, nonfiction, poetry, a biography, dramatic scrips and recounts. Many texts learnt in an English lesson are persuasive texts, these are used within advertisements, argumentative texts and discussion. They also learn descriptive test, these texts describe and reveal what a person, place or thing is like. 6. When you support student literacy Also discuss:  communication skills you use when assisting students  links to curriculum  specific questions you could ask the student in terms of the work you are trying to get them to understand  difference in your role as a teacher aide and the classroom teacher When assisting a student I always speak clearly and have well spoken language, listen to the students effectively, understand what they are trying to write and what they have read and read with fluency to help them have a better understanding if they are unsure of what they have already read themselves. Linking literacy to curriculum can be used to make connections to real life situations and visualising what they are writing. A way of helping a student understand is to ask them to explain it, how they think they understand it and what they think the meaning of it is. Ask students to define a term in their own words, what they know so far and what they don’t understand. As a teacher aide it is my job to support the students when needed, I am there to

work closely with the teacher and students, helping set up and prepare equipment, participate in learning activities and to work under any instruction by the teacher.

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