Homeschooling during lockdown

worsleyweb said:
The gap between Private education and Public never been clearer in my house. I have one kid age 11 at Manchester Grammar sat doing at least 6 hours a day really formal and interacting with teachers and i would say probably learning just as much as usual and getting homework etc and i have one at a public school in GCSE year who spent last Friday watching Finding Nemo at school and colouring in!
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Ha - I have exactly the same scenario oldest in international school here and the youngest still at public 14 and 10. Government suddenly closed all schools down last Friday and said there would be no remote learning for 2 weeks and ordered all private/ international schools to do the same even though they are raring to pick up on online which they have done much better than public In precious lockdowns.

Private schools are now challenging the government‘s decree and taking it to court. Pure spite from a very left wing government - I’m fuming at the moment with these muppets in charge - how can you bloody order schools not to teach after this shit show they’ve gone through!
 
BlueTG said:
What method are they suggesting for the calculations?

I’m a primary teacher with a class with ages 7-8-9 year olds. We’re recapping division after having taught it earlier in the academic year.
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That’s my struggle, they aren’t giving us any method. Just the sums and expecting them to figure it out. They haven’t yet done division in a classroom, and no explanation on the 15 minute video calls despite myself and a few parents asking for support with it.

However I take my hat of to the teachers as this must be a tough time, my daughters teacher is also having to teach the kids that are coming into school. Other than the maths it’s pretty well delivered considering the circumstances.
 
itsnevereasy said:
That’s my struggle, they aren’t giving us any method. Just the sums and expecting them to figure it out. They haven’t yet done division in a classroom, and no explanation on the 15 minute video calls despite myself and a few parents asking for support with it.

However I take my hat of to the teachers as this must be a tough time, my daughters teacher is also having to teach the kids that are coming into school. Other than the maths it’s pretty well delivered considering the circumstances.
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I’d imagine that at her age, she will be learning that division is another way of saying ‘grouping’ or ‘sharing’.

As someone else alluded to, it’s best to use concrete stimulus so it reinforces the process, and that they can explore what they can see and manipulate.

If they’ve given you a list of calculations with not much else, though a bit of a chore for you, it would help to give some context. Instead of saying 9/3, say something like “John has 9 conkers. He wants to share them out with 2 other friends. How many do you think they will each get?” And allow time for gathering 9 conkers, sharing with herself and two other people and see the maths in real life (obviously just an example with conkers”.

Then you can aim to move to pictures rather than apparatus and then how to record as a number sentence, focussing on the meaning of each digit and symbol. A little like so;

1611595027082.jpeg

Children don’t always make connections between multiplication facts and division facts - the commutative law is taught in year 3/4 and often requires a solid times table knowledge. But they may spot and recognise number patterns, which maths is all about!
 
bluetonium said:
Always find visual aids help best. Coins, sweets, anything.

Get your youngster to pick some toys and divide out the things between them. Will take longer, but once they get the basics they'll run through the rest with ease .
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Absolutely, maths should always be taught initially through concrete representation. For a 6 year old they need to see it as “grouping” then introduce pictorial, draw circles, squares, people, and again teach as grouping. Finally teach as an abstract but that would be much later and alongside the pictorial.
My strongest advice for any parent teaching maths would be to always focus a small part of the day on counting. And it must include the same amount of counting backwards, if not more. And starting from different numbers, doubling and halving too, it’s amazing how much we use both these concepts in all areas of maths. And loads of games, get some coins, dice, cards, pm me if you want further ideas. Ta
 
itsnevereasy said:
That’s my struggle, they aren’t giving us any method. Just the sums and expecting them to figure it out. They haven’t yet done division in a classroom, and no explanation on the 15 minute video calls despite myself and a few parents asking for support with it.

However I take my hat of to the teachers as this must be a tough time, my daughters teacher is also having to teach the kids that are coming into school. Other than the maths it’s pretty well delivered considering the circumstances.
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I taught Numbers Count as an intervention to ks1 children and it covers all the issues you are raising. I can email you the handbook it contains tons of great ideas. And all really easy to follow.
 
worsleyweb said:
The gap between Private education and Public never been clearer in my house. I have one kid age 11 at Manchester Grammar sat doing at least 6 hours a day really formal and interacting with teachers and i would say probably learning just as much as usual and getting homework etc and i have one at a public school in GCSE year who spent last Friday watching Finding Nemo at school and colouring in!
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My son is at local comp, 6 hours a day of high quality teaching including live lessons online, across all subjects. Fantastic response from the school and mirrored by the vast majority of other high schools. That’s a very poor effort from your own child’s school but not what I’ve seen and read about locally. I’d be contacting the school.
 
Blue tube said:
Does all seem a bit mad. My girlfriend's daughter has been told they are going to read the Tempest! They cant read yet though, seems a pretty stupid thing to do. I dont think we looked at any Shakespeare until secondary
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I've taught Shakespeare to second language students using these. Would never make them read the real thing though (although I did let them watch some scenes from the film as a follow up to the comic). Is this one of professor Gove's genius moves where he thinks that standards equal putting kids off reading for life by making them read stuff that they'll hate?
 
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