Examine_and_Discuss_How_Learning_Theories_and_Strategies_Impact_on_the_Teaching_and_Learning_of_Number_Related_Activities_in_the_Classroom.

In this essay I will discuss an activity implemented with year 5 classes which involved a number of mathematical and problem solving activities. The children were split into pairs and were given the task of independently solving as many problems as they could. In total, there were 30 activities laid out separately on tables in the school hall. The children were given answer sheets and in their pairs, were allowed to attempt any problem, in any order, with an aim of completing as many as possible. The activities were varied and covered many areas of the curriculum including number systems, calculations, problem solving and data handling. All the activities were practical, hands on and required the children to analyse, interpret instructions and independently decide what course of action to take. Jean Piaget was a theorist who has dominated thought on the nature of children`s learning and thinking since the 1960`s. He was a constructivist, and constructivists believe that children learn by doing, and that children need to experiment actively with materials in the real world to develop thought. This activity supports that theory as the children experimented with the activities independently, and decided themselves which approach to take. Some of the word problems involved real world objects, for example, real letters in envelopes, and parcels were used in an activity where the children were asked to calculate how much posting costs would be to different destinations. The children had to use a chart to seek their information and weigh the packages on scales. It is this type of learning experience, that Piaget believed truly informs a childs learning, as they are having practical experience within their learning. The adults` role was to observe and to check answers when a child decided they had fulfilled a task. All of the activities were at various levels, and targeted different areas of the curriculum, and by analysing the children`s answer sheets we were able to see exactly what level the children were at and where support was needed. Constructivists believe that humans have an innate ability to use and learn maths, but this varies and is dependant on input given during socialisation. This is important to consider, as when children enter school, they are all at different levels of ability. Whilst they all have the ability to learn, work needs to be set at their level of competence in order for them to progress. By knowing what level the children were at and what activities they were successful and unsuccessful at, future work can be set at a childs capability. This concept is referred to as `scaffolding`, and was a key part of Vygotsky`s theories. Vygotsky talked about something called the zone of proximal development, and this is where scaffolding has it roots. This notion is evident within our educational system today. Vygotsky was also a constructivist, and supported much of Piagets work. However, he differed in the fact that unlike Piaget, he was concerned with the social components of experience. While Piaget believed that an experience was personal, Vygotsky believed that learners are more successful with help and has been associated with the apprentice approach. This is where the learner learns from someone more experienced or competent. Pound, L. (2005) How children learn ,London, Step forward Ltd. This idea was embraced in the activity as the children were placed in pairs of mixed ability, so that they could benefit from more able individuals. The idea that children benefit from hands on experience is supported by many other theorists. For example, John Comenius has recommended sensory experiences rather than rote learning and was a big believer in learning through play. The way in which the children got involved and acted out scenarios in these tasks reflects this idea. Just as practising counting with beads, or solving calculations with real life objects would fit into this idea aswell. These kind of ideas are the corner stone of education today, and can be seen throughout the key stages. Play offers children the chance of experimenting without a fear of getting something wrong, yet still be partaking in something relevant and meaningful. Play has been linked to a number of different theories about childrens learning and development, Guha,(1987) M `Play in school`, Early childhood education, Paul Chapman Publishing. The activity was very successful, and the children were fully engaged in a task at all times. Whilst there were different levels of achievement, all children succeeded to fulfil a number of problems within their own capabilities. Evidence of peer support was observed, and some of the less able students were taught concepts by their partners. Those children doing some of the `teaching` were empowered and their learning was only reinforced during this hour. This supports many theorists ideas, and shows theorists impact on teaching and learning today. A portion of the tasks were quite difficult and challenged some of the more able children, in some cases support was needed and the children were assisted by the teacher or TA`s. It was recognised that although children can benefit from independent learning and play, that there were times where adult support was necessary, as a child repeatedly coming up against failure or difficulty can become discouraged or un-motivated. After the activity the score sheets were analysed by the staff and we were able to see in which areas the children were competent, and also which areas they had been wholly unsuccessful in. This aided the teacher with future planning, and also helped the support staff develop strategies for individual pupils with their own learning needs. The experience was refreshing and motivating for the children and a lot of valuble learning took place. The benefits for the staff were vast as their assessment would inform effective teaching in later sessions. Bibliography Pound, L. (2005) How children learn ,London, Step forward Guha,(1987) M `Play in school`, Early childhood education, Paul Chapman Publishing.