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Ann Baker Education Consultant
Numeracy cycle summary
The classes that I worked with today were all multi-age. You will have noticed there
was an R, 1, 2. There was a 3, 4 and there was a 6, 7. You will also notice how easy
it was to differentiate, because I'm not focussed on the answer, because there's multiple-entry
points the students can buy-in where they need to buy-in, they can go as far as they
need to go and they can work in their own ways. What that means is everyone's engaged
on the same task, which is why we can have such a big of a reflection at the end. I do
prefer mixed-ability groups most of the time. Again, coming back to Vygotsky they do need
the help of their peers, there's more than one teacher in the classroom. Students can
be learning from each other, they don't need to just learn from me. So, problematised situation
caters for that beautifully, the mental routine has easy-peasy, widdly piddly and the sting-in-the-tail
questions which caters quite nicely for all of those different levels. And on the strategy
lesson days; again if they're working with mixed abilities and they're sharing with their
peers, they're helping each other along. Sometimes I might start off with the whole group on
the carpet, they've got a job or a game to go and do and I say to them "Get up and go
away when you're ready." What that means is - those who don't need much input leave early;
I'm left on the carpet usually with six students who will stay with me on the carpet for some
time. So it's, it's not difficult to differentiate even across three year-levels let alone with
just a single grade with a mixed-ability in it.