Whether you call them Learning Intentions, Learning Objectives, WALTs (We Are Learning To) or WILFs (What I’m Looking For), these snapshots of what students are expected to learn in any given lesson are more than educational buzz words – they’re a robust pedagogical practice.
Learning Intentions form an important part of your lesson as they encourage students to focus on learning and understanding rather than simply completing the task. In the case of maths, this learning mindset can encourage higher-order thinking and reasoning.
iMaths Online now includes a Learning Intention for every Topic, saving you the time of formulating your own.
iMaths is a whole-school program that assesses the proficiency strands of the Australian Maths Curriculum.
It’s the iMaths Investigations that build and develop a student’s understanding of maths concepts, improve their mathematical fluency and problem solving skills and provide real-life contexts in which they can develop higher-order reasoning.
And it’s the Investigation rubrics that help you to assess these strands. Find out how you can use these rubrics smarter, faster and more easily than ever before.
Picture this. You’ve just finished an explicit teaching session on improper fractions and have set the class activities to consolidate their learning. While most students are only up to Question 3, there’s one who declares, ‘I’ve finished! What now?’
Sound familiar? Instead of assigning more practice and drills, you want to extend these students in meaningful ways. iMaths offers just that: a variety of activities to keep your masterminds engaged, challenged and excited about maths.
Every teacher knows when a student has disengaged from maths. They’re the student who sits slouched in their chairs, eyes blank or anxious, waiting for the bell to ring.
How can we include and inspire those students? How can we prove to them that maths does not equal boredom or fear? How can we show them that maths can unlock the world?
The answer – Investigations! Try these 3 tips to turn reluctant learners into maths enthusiasts, the results will speak for themselves.
The celebrated inventor Thomas Edison once said:
‘I have not failed. I’ve just found 10 000 ways that won’t work.’
Edison’s attitude is shared by countless entrepreneurs, leaders and inventors, from Richard Branson to Mark Zuckerberg. They believe in taking risks and embracing failure.
Can you think of any students in your class who share this attitude? They’re the kids who voice their ideas, ask the ‘silly’ questions and bravely tackle a new experience even when they don’t know the outcome. When they fail, they dust themselves off and try again.