The seven multiple intelligences in children include;

• Linguistic (Words) Activities: Books, CD’s, writing tools, dialogues, discussion, debates, stories
• Logical-Mathematical (Numbers and Reasoning) Activities: Things to explore/think about, science materials, manipulatives, school excursions to science museum
• Spatial (Pictures and Images) Activities: Art, LEGO, DVD’s, movies, imagination games, mazes, puzzles, picture books, excursions to art museum
• Bodily-Kinesthetic (Whole body and the Hands) Activities: Role play, drama, movement, things to build, sport games, hands on learning
• Musical (Tone, Rhythm and Timbre) Activities: Sing along time, excursions to concerts, music playing, music instruments
• Interpersonal (Social Interactions) Activities: Friends, group activities, social gatherings, community events
• Intrapersonal (Self-Knowledge) Activities: Secret places, time alone, self paced projects, choice

Some of this information was obtained from here which also provides a questionnaire which you can use to get to know the true intelligence of the students you have in your class (you may like to adapt some of the language to your age group). You can use the information to help you to plan lessons using a variety of strategies that suit your students.

While it would be impossible to incorporate all the learning styles in every lesson, we need to try to use a variety of strategies each day in each lesson.

Click here for a printable learning style questionnaire.

Click here for another great website which provides more information on multiple intelligences and also learning styles.

Image: Stuart Miles / FreeDigitalPhotos.net

After all, the daily multiplication square and stop watch approach wasn’t even a successful approach for me.

Learning needs to be fun and students should be engaged. Using different approaches allows all students to learn as their learning style is taken into account.

Here are some ideas I have come up with and have seen work well in classes to help students learn their multiplication tables in a fun manner: 

1. Identify the patterns in a hundred chart.

2. Skip counting as a class.

3. Create a rap song or poem as part of a homework activity or class activity about a multiplication table.

4. Sing the multiplication table together as a class.

5. Create a game show as a class where the teacher acts as a host and there are rotating pairs of students with a buzzer to answer a multiplication sum.

6. Multiplication bingo.

7. Have the students line up in pairs and choose one student to stand at the front of the line (provide them with an answer sheet). The student at the front calls out a multiplication sum and the first of the pair to state the correct answer returns to the back of the line and the other student sits out and watches. This continues until there is one students left.  

8. Students work in pairs to test each other.

9. Focus on particular multiplication sums each week. For example 6×3 = 18, 6×5=30 and 6×6=36 and make it a challenge that the students remember those three. The teacher may ask a student at random one of those multiplication sums.

10. Focus on a multiplication table for a specified amount of weeks within the school year. All maths warm ups and homework activities would pertain to that specific multiplication table. For example, weeks 1-3 of term 1 may be decicated to the multiplication table of 3.

11. Dedicate a part of the classroom to the multiplication table that is being focussed on.

12. Ask the students to create a powerpoint slide of the multiplication table including images and voice recording.  

13. The students may create a poster for the multiplication table which can be displayed in the classroom.

14. Include the multiplication table in their homework each week.

15. Use a fun multiplication CD and have the students sing along.

16. Record your voice reading the multiplication tables on your class blog or on a CD for students to listen to as part of their homework.

17. Have the students record themselves onto a CD.

Be creative and make learning fun!

 What strategies do you use to teach multiplication tables?

Image: digitalart / FreeDigitalPhotos.net

The traditional educational system encourages students to memorise facts and information and to listen and repeat the expected answers. Inquiry based learning is relevant to the students of the 21^st century as it provides students with the skills to understand and make sense of the mass of data that surrounds us in the world of today.

Inquiry based learning is about seeking appropriate resolutions to questions and issues. As teachers, we need to foster this kind of attitude in the classroom in order for the students to use this attitude outside the classroom throughout their lives.

Inquiry based learning is based on questions. Lessons should begin with questions about the unknown – question who, what, when, where, why and how.

After the questioning, students can then find and understand answers.

This approach allows students to think critically and make judgements and conclusions. These are both cognitive and affective skills. Cognitive skills pertain to perceiving, learning and knowing, while affective skills pertain to forming and determining attitudes and values.   

When using an inquiry based learning approach, the chosen skills need to be taught in connection to the content. It involves careful planning and should be built into the program. The skills need to be practised and reinforced throughout the unit of work.

This approach may be described as the students finding out information and the teacher resourcing the students.

Main purpose of inquiry based learning:

• Enhance the thinking process
• Encourage creative, parallel and lateral thinking
• Improve communication
• Speed up decision making
• Avoid debate

Inquiry Strategies:

• Picture books
• Poetry, film and media sources
• Polling and surveying
• Artefact analysis and source studies
• Site studies (virtual and physical)
• What if mandalas
• Value charts
• Venn diagrams
• KWL charts
• Problem based learning tasks
• Questioning
• Mind mapping and consequence charts
• Role play
• Simulation games and moral dilemmas
• Cooperative learning tasks (jigsaw groups)
• Blogging
• Photo essays
• Reciprocal teaching
• Webquests http://webquest.org/index.php

Do you use an inquiry based learning approach in your classroom?

What are you doing to foster critical thinking in your students?

David Castillo Dominici / FreeDigitalPhotos.net

The aims of religion should include;

• A deeper relationship with God
• An understanding of Catholic and other faiths
• Participation in life of Catholic Community
• A healthy interaction between life, faith and culture

An important point to remember is to connect the themes being taught to the students’ lives. Make it relevant to their lives.

There are also a range of strategies/activities that can be used to engage the students in religion lessons.

YouTube Clips

There are a range of useful YouTube clips, like the one below, which can be used as a tool to help students to gain a greater understanding of the story/concept being taught as they bring the story to life and allow students to visualise.  

Godly Play/ Exploring Scripture

Godly play/exploring scripture is a way of telling Bible stories using simple materials. A script is provided for the teacher to read while moving materials which take the form of the characters in the story. The teacher becomes the story teller as the students listen to the story and watch the materials. When the story is finished, the story is explored using a variety of “I wonder…?” questions.

I first experienced godly play/exploring scripture as a student teacher and I found that it worked really well. I sat on the classroom floor with the students in a circle. The students were encapsulated by the story and demonstrated a great understanding in the activities that followed.

My second experience was at university where the lecturer used the materials to tell a parable to a class of university students. Godly play/exploring scripture was equally effective as it was on the students.

After the story and the wondering statements, activities may be set up in order for the students to respond to the story. The activities may include;

• Painting
• Writing a rap song
• Recreating the story using play dough
• Using the materials used by the teacher
• Creating  a powerpoint presentation of the story
• Writing a prayer
• Drawing freeze frames of the story

Create your own materials for Godly Play/Exploring Scripture using wooden pegs/dolls, felt as clothes and underlay and gold wire to tie around the figures/wings for angels;

• http://www.amazon.com/Hygloss-Wooden-People-Assorted-Shapes/dp/B0044S1CRE/ref=pd_sim_sbs_ac_1
• http://www.amazon.com/ASSORTED-PACK-ACRYLIC-CRAFT-FELT/dp/B002R1WSUK/ref=sr_1_1?s=arts-crafts&ie=UTF8&qid=1327230954&sr=1-1
• http://www.amazon.com/Artistic-26-Gauge-Silver-Plated-30-Yards/dp/B004452RLM/ref=sr_1_16?s=arts-crafts&ie=UTF8&qid=1327227897&sr=1-16

You can also order ready made wooden materials. This is a great website for 2D parable materials:

• http://godlyplay.org.au/robs-craft-and-toys.pdf

Be creative in your next religion lesson, you might just be surprised at what your students give back to you!

How do you engage your students in religion lessons?

Stuart Miles / FreeDigitalPhotos.net

It is our job as teachers to change their beliefs/ideas about something through investigations, research, information and new experiences which provide new information that proves previous beliefs to be incorrect.

Units of work should begin with what the students currently believe to be true.

It’s a good idea to dedicate a part of the classroom to the science unit where you can put up a mind map or student drawings of their current beliefs. These can be referred to throughout the unit in order to assist the students to change their beliefs.

It is not enough to simply present the evidence to students. They may still not believe or change their beliefs.

The below you tube video demonstrates the importance of understanding and addressing your students’ misconceptions:

 If the students’ thinking isn’t taken into account, learning doesn’t occur and explanations fail.

Students may listen and pay attention; however they may construe the knowledge in different ways that were intended, just like in the you tube clip.

Students will learn if they can find their own path. Use questions to help them move onto the next step. Provide hints when necessary (foster curiosity) and if they are not helping, allow others to demonstrate. Make it fun and allow the students to investigate and create their own learning.

The following activity may be used to challenge misconceptions:

1. Fold a piece of paper in half
2. Ask the students a question and the students are to write their answer to the question inside
3. The students are to then perform an experiment/activity and compare their answers

At the end of the unit: 

• Create a mind map or student drawings of their current understandings and compare them to the mind map/drawings created in the beginning of the unit (great for parent interviews and post tests)
• Provide students with project ideas if they want to continue researching the topic
• Ask the students what else they would like to know that wasn’t covered in the unit or what questions the unit has brought up for them 

It is also important to ensure that you are not passing on your misconceptions on to your students.

Here is a great list of misconceptions in science: http://www.amasci.com/miscon/opphys.html

What advice do you have regarding science in the classroom?

Phaitoon / FreeDigitalPhotos.net

I believe that homework has its place and the amount needs to be reasonable to the age of the students, however most importantly it needs to be relevant.

Giving students homework for the sake of getting homework is pointless. I believe activities should be assigned that correlate to the work being completed in class. Homework should be planned ahead of time in correlation with the units of work.

For the older students, a homework table for the entire term may be given which could be placed in the front of their homework books. Each school week is listed in the table with activities to be completed by the student for that week. The activities are specific to a KLA and relates to the work the students are completing in class. This helps the students to reinforce the concepts learnt in class and also allows the teacher to observe the students’ understanding.

I also like the idea of including an activity pertaining to family life or a fitness/sport activity. You could also leave this in blank for the students to come up with something on their own.

For example:

No matter how you choose to set out the homework, whether it be a table like the one above or simple worksheets, ensure that the work you set is relevant.

Another important note regarding homework is to ensure that the homework is gone through together as a class if possible. This ensures the students understand the homework if they had any difficulty. Teachers should also provide students with feedback when marking their homework.

What do you think about homework?
Do you have any homework tips?

Stuart Miles / FreeDigitalPhotos.net

Try some of these drama warm up games to help students with their improvisation skills:

Knife and Fork

T asks Ss to put themselves into pairs. T then calls out an object and Ss have to form that object with their bodies (Ss become the objects, not use them). Ss should be in groups of 4, 8 or possibly even the whole class for more complex objects to create.

Examples of objects: numbers, knife, fork, house…

Machines

Class stands in a circle. T gives the offer of a type of machine, for example, a chocolate making machine or chicken plucking machine. One S enters the middle of the circle and performs a repetitive action with a sound for that machine. The S enters and adds on to the first S. So on for six or so Ss. (The machine needs to be totally connected – Ss must add on to the previous S).

Present Game

In pairs, A mimes giving B a present. B thanks A and names the present. Reverse.

E.g. A carefully places a small object into the hands of B. B says thank you for the baby chicken. Reverse.

The point is not to guess the present, but for A and B to both accept and make offers.

What are you doing?

In a circle, one person enters and does an activity (e.g. sweeping). B enters and says ‘What are you doing?’ A says something different to what they are doing (e.g. playing basketball). B takes on that exercise. Repeats around the circle.

 Do you have any tips or advice for teaching drama?

Does your class enjoy drama?

digitalart / FreeDigitalPhotos.net

Here are ten tips that I have come up with to make maths more enjoyable and successful for students (and teachers!).

1. Relate it to the Real World

Learning should be made relevant to the students and a good start to a maths lesson is to explain how/where/why the mathematics concept is used in the real world. For example; before teaching perimeter/area brainstorm which occupations would need to calculate the perimeter/area.

 This is a great video clip to show your class which explains that mathematics/numeracy is everywhere:

Make the mathematical concept relevant to their world. Would a student rather work out how many apples fit into a box or how many handballs would fit in the school sport box? Better yet, ask them to create their own.

 2. Make Mathematics Enjoyable

Be creative and try to come up with lessons that enables students to learn mathematical concepts without even realising it. Get the students involved and moving around.

 Examples:

• Multiplication Table CD that the students sing along to instead of multiplication table drills
• Allow the students to walk around the classroom choosing objects to practise hefting with a partner
• Call multiplication and division the ‘king’ and ‘queen’

3. Use ICT

Students love ICT so it would make sense to embrace it within mathematics.

• Use your interactive whiteboard (IWB). There are so many math resources on your IWB that your students would love.
•  http://practicalinteractivity.edublogs.org/files/2008/04/using_iwbs_to_enhance_maths_teaching.pdf
• Take a video of students explaining a mathematical concept and upload it to your classroom blog or wikipage
• Use online mathematical games and sites E.g http://www.amathsdictionaryforkids.com/dictionary.html 
• Take photos of students working on mathematics and ask them to arrange the photos in a procedure format including their captions as steps to complete the mathematical problem
• Use google earth images to outline perimeters and areas

Here is a great example of a class wikispace: http://weareroom1.wikispaces.com/Maths

 4. Use Materials

Concrete materials are not just for the younger primary years. They should be used whenever the students need them, whether that be in year 1 or year 6.

Mathematical concrete materials can be amazing in helping the students to understand a concept.

 There are so many materials you can use;

• Base 10 blocks
• Geo strips
• Pattern blocks
• Joining cubes
• Rods (great for fraction work)
• Geo boards
• Dice
• Blank cubes
• Fraction pieces (or create your own)
• Masking tape to create a metre square on the floor

 5. Dedicate a Space in your Classroom Promoting Maths

Students love a decorated classroom, a lot of teachers decorate their classroom in amazing ways. Ensure you have a space in your classroom dedicated to maths and ensure it is in a prominent space in the class where students can see it.

• Put up posters promoting maths
• Display the students’ work
• Put up photos of students working on maths

 6. Group Work

Allow students to work in groups in mathematics lessons. You may devise the groups into ability levels at times or mix the groups so that the students who have a greater understanding of the mathematical concept are able to help those who are struggling to understand.

See a previous post regarding group work.

 7. Warm Up Games

 Every mathematics lesson should begin with a warm up activity. It could be counting by 2’s, 3’s, counting odd numbers, stating a multiplication table or a short mathematics game.

 There are many games available, find ideas on the internet or in countless books.

 8. Praise

Praise students when they try their best in every subject. It encourages them, gives them confidence and a positive outlook.  

9. Closure

At the end of each lesson there should be a closure to reinforce what the students have learnt that lesson.

For example;

• Put sentence starters on the board and allow the students to choose one and complete the sentence (Today I was a mathematician because…. I learnt that ….  I found it difficult to ….  I need to practise …. )
• Brainstorm what the students have learnt on the board
• Ask some students to share their work with the class
• Ask the students to write one thing they learnt today

 10. Relevant Math Homework

 This is relevant to all subjects; ensure the homework given to the students that week correlates with the work in class. This will help to reinforce the concepts learnt in class and the teacher is also able to gain an insight into the students’ understanding.

  Do you have any more tips?

What do you do to make maths fun in your classroom?

Image: photostock / FreeDigitalPhotos.net

As I have mentioned in previous posts, the 21^st century requires students to possess a new set of skills. Learning needs to be more digital, informal, online, mobile, networked and multimedia and a classroom blog achieves exactly that.

Classroom blogs allow us as teachers to reinvent education in a way that engages, empowers and educates all students.

Classroom blogs have the potential to allow students to find their passion and develop passionate life long learners. They also allow teachers to demonstrate bold digital age leadership and unconstrained vision.     

Watch this youtube clip of 10-11 year olds explaining why they love to blog in the classroom:

Here are some great classroom blogs that have inspired me:

• http://2kmand2kj.global2.vic.edu.au/
• http://mrsdevries.global2.vic.edu.au/
• http://mravery.edublogs.org/
• http://yollisclassblog.blogspot.com/
• http://year6classof2011.edublogs.org/
• http://theedublogger.com/check-out-these-class-blogs/#Primary

Click here for a link to a fantastic blog a couple of my peers, Zoe and Mel, created as an assessment task explaining more about classroom blogs, including where to start, KLA ideas, a list of benefits and much more.  

Click here for another fanatstic blog post by Kathleen Morris which provides ideas for getting your own classroom blog started.

Silvia Rosenthal Tolisano has also written an incredible series of posts on her Langwitches Blog, which provides amazing information for all bloggers, new and old.

Do you have a classroom blog?

Do you know other inspiring classroom blogs?

What are your thoughts on classroom blogs?

Image: photostock / FreeDigitalPhotos.net

1. Principals
2. Students
3. Peers
4. Home
5. Teachers
6. Schools

Consider for a moment which you believe has the most influence on student learning.

Research has found that teachers have a significant influence on student learning, as can be seen in the pie chart below.

This leads to the question, what aspects of teaching contributes most to student achievement?

• Instructional clarity?
• Quality of teaching?
• Teacher expectations?
• Subjects knowledge?
• Student-teacher relationship?

Research found:

This clearly illustrates that teachers play a critical role in student achievement via their clarity and relationships with the students.

A quality teacher needs to be seen in terms of what the teacher does and the effect they have on the students.

Teachers need to have a greater focus on communicating clearly and developing quality relationships with their students. Simple things such as addressing the students by name, picking up on their personality traits, noticing when students are not themselves, being there for the students, being approachable and giving students compliments.

These small things make a huge impact on student achievement.

How do you foster teacher-student relationships in your class?

Hattie, J (2003) Teachers Make a Difference ACER