One of a number of tried and tested technique for teaching work that students learners find hard to learn found in teaching tricks and tips
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| add NC | |
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| strand 1 : single + single | Riley got given 9 Valentine's day cards at school. He received 8 Valentine's day cards in the post. How many Valentine's day cards did Riley receive altogether? |
strand2: single + double (not teen) - no carry | Alexander is baking. He uses 5 strawberries to decorate a cake and 64 strawberries to make strawberry jam. How many strawberries does Alexander use altogether? |
strand3: single + teen - no carry | Lily has 13 hair bands at home. She buys a packet of 2 hair bands. How many hair bands does Lily have altogether now? |
strand4: double + double - no carry | Karolina already has 62 stickers. She gets given 24 stickers and sticks them on a wall. How many stickers does Karolina have altogether? |
strand5: single + teen/double - UNITS carry | There are 37 passengers on a bus. At the next stop 5 passengers get on the bus, and no one gets o the bus. How many passengers on the bus now? |
strand 6: teen/double + teen/double - UNITS carry | There are 54 students learners already in the bus queue. 29 students learners arrive to join the bus queue. How many students learners are there in the queue now? |
strand 7: teen/double + teen/double - TENS carry | Caz already has 85 soft toys. She gets given 23 soft toys by her sister. How many soft toys does Caz have altogether? |
strand 8: teen/double + teen/double - TENS and UNITS carry | There are 89 passengers sitting in a train. There are 36 passengers standing in the train. How many passengers in the train? |
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| percent NC | |
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strand 1: 50% of ONLY even digits | (a) Work out 50% of £ 840 (b) Work out 50% of £ 46 (c) Work out 50% of £ 0.64 |
strand 2: 50% of includes odd digits | (a) Work out 50% of £ 87 (b) Work out 50% of £ 520 (c) Work out 50% of £ 15.60 |
strand 3: 10% of | (a) Work out 10% of £ 54 200 (b) Work out 10% of £ 18 (c) Work out 10% of £ 17.40 (d) Work out 10% of £ 234 |
strand 4: 50% or 10% ÷ by 2 or 10 or 10% x by 2 1% or 5% or 25% or 20% | (a) Work out 1% of £ 34 (b) Work out 5% of £ 35 (c) Work out 20% of £ 35 (d) Work out 25% of £ 34 |
strand 5: adding two % from strand 1 - 4 together | (a) Work out 75% of £ 160 (b) Work out 30% of £ 4200 (c) Work out 15% of £ 82.00 |
strand6: 50% or 10% ÷ by 2 or 10 or 10% x by 2 or 10 more than once | (a) Work out 40% of £ 520 (b) Work out 80% of £ 520 (c) Work out 2% of £ 520 (d) Work out 2.5% of £ 520 |
strand 7: % of word problems with calculations from strand 1 to 6 | The headteacher asks 240 students learners Year 9 students learners about their GCSE options. 20% of the students learners chose to study Chinese. Calculate how many students learners chose to study Chinese. |
strand 8: % increase or decrease word problems with calculations from strand 1 to 6 | (a) Izzy earns £18 000 per year. She will have a pay rise of 2.5% next year. How much will her new salary be? (b) A fridge-freezer costs £260 Hettie gets 5% off the price of the fridge-freezer. Work out how much she has to pay for the fridge-freezer. |
Notice in each case the first strand is one which a high proportion of year 6 students learners can do.
More examples can be found in the sample strands for teachers within download a practise-learn pdf worksheet from learning resources
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(1) “development of instructional plans to lead the students learners from what they already know to a deep understanding of new material,” and
(2) “execution of the plans, wherein the instructor provides support to the students learners at every step of the learning process.”
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Using Scaffolded Instruction To Optimize Learning, Larkin, Martha 2002
When students learners are learning new or difficult tasks, they are given more assistance.
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shift the responsibility for learning from the teacher to the studentslearners.
Thus, as the students learners assume more responsibility for their learning, the teacher provides less support.
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Note that these elements do not have to occur in the sequence listed.
- Pre-engagement with the student learner and the curriculum - The teacher considers curriculum goals and the studentslearners' needs to select appropriate tasks.
- Establish a shared goal - The students learners may become more motivated and invested in the learning process when the teacher works with each student learner to plan instructional goals.
- Actively diagnose student learner needs and understandings - The teacher must be knowledgeable of content and sensitive to the students learners (e.g., aware of the studentslearners' background knowledge and misconceptions) to determine if they are making progress.
- Provide tailored assistance - This may include cueing or prompting, questioning, modeling, telling, or discussing. The teacher uses these as needed and adjusts them to meet the studentslearners' needs.
- Maintain pursuit of the goal - The teacher can ask questions and request clarification as well as offer praise and encouragement to help students learners remain focused on their goals.
- Give feedback - To help students learners learn to monitor their own progress, the teacher can summarize current progress and explicitly note behaviors that contributed to each studentlearner's success.
- Control for frustration and risk - The teacher can create an environment in which the students learners feel free to take risks with learning by encouraging them to try alternatives.
- Assist internalization, independence, and generalization to other contexts - This means that the teacher helps the students learners to be less dependent on the teacher's extrinsic signals to begin or complete a task and also provides the opportunity to practice the task in a variety of contexts.
Hogan, K., & Pressley, M. (Eds.). (1997). Scaffolding student learner learning: Instructional approaches and issues. Cambridge, MA: Brookline Books.
Larkin (2001) interviewed and observed teachers who scaffolded instruction to help their students learners to become more independent learners. She found that these teachers regularly incorporated several of the eight essential elements of scaffolding into instruction. Other guidelines for effective scaffolding that these teachers shared included the following:
- Begin with what the students learners can do
Students learners need to be aware of their strengths and to feel good about tasks they can do with little or no assistance. - Help students learners achieve success quickly
Although students learners need challenging work in order to learn, frustration and a "cycle of failure" may set in quickly if students learners do not experience frequent success. - Help students learners to "be" like everyone else
Students learners want to be similar to and accepted by their peers. If given the opportunity and support, some students learners may work harder at tasks in order to appear more like their peers. - Know when it is time to stop -
Practicing is important to help students learners remember and apply their knowledge, but too much may impede the learning.
"Less is more" may be the rule when students learners have demonstrated that they can perform the task. - Help students learners to be independent when they have command of the activity
Teachers need to watch for clues from their students learners that show when and how much teacher assistance is needed.
Scaffolding should be removed gradually as students learners begin to demonstrate mastery and
then no longer provided when students learners can perform the task independently.
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The plan for all the other pages in this series is to build up examples as above and include links to "teaching Higher work to Foundation studentslearners" videos and more easy on the eye student learner "remind-me" videos. However for scaffolding this would cover all topics so we direct teachers to see the topicSample within download a practise-learn pdf worksheet from learning resources.
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