﻿ Planning for pre-teach: An example

# Planning for pre-teach: An example

Educators Stefanie and Carolyn show an example of how to plan for a pre-teach session
0.7
Okay so we’re both teaching this lesson and we’ve decided that it’s going to be about positive and negative numbers. Yeah so the bit that is new for them then is thinking about the numbers or what happens to the numbers past a zero. Quite confident with the positive numbers even though we haven’t used language before Oh what positive? Right okay so we’re doing positive and negative numbers - they’ve done positive numbers but they’ve never called them positive numbers? Don’t think so no. Why would you do that though? No, you wouldn’t would you. So that’s what we’re doing in the maths but then didn’t we think that we would also do something about the science?
45.2
Yeah because at the moment we’re thinking about states of matter aren’t we? Solids to liquids and so on which are the a good way of connecting the two. Yes so the two together. So we could use the context of temperature. Right yes so then you get positive temperature when things are water is liquid and then you can get the negative temperatures when it’s… So the states, the different states of water, so we can use the know the context to help them understand what happens So you’ve got temperature is our is our big thing positive and negative yeah so so we know that we’re doing that…
87.9
So if we’re then thinking about some of our focus learners what they might then need to support them in the class lesson what might we we want to help them with in a pre-teaching session. I’m just thinking about my two they are… what happens to them is when they get a new resource or something a new piece of equipment or a new something in there that they’ve not seen before it takes them absolutely forever to get their head around it and to process this new information so I think it would be good for them to touch anything they’ve not used before draw on things that they’ve not you know if there’s a line, number number lines or graphs or something they’ve actually had a go at it before hand.
136.7
So scales they might be seeing or want to record something linked to temperature. They would need to have done that before so that when they saw it in the lesson it wasn’t a complete shock to them and they’d already had time to think about it. Whereas with children I’m thinking of they would they often struggle with new vocabulary or language or explaining and certainly for those who have English as an additional language having that time before hand to practice using some of those new words or explaining in full sentences that would be very helpful.
175.1
Yeah and actually the word positive would be useful for everyone, but they would know about that first because they would have had a chance to do that, if they’ve done that if they did that in the pre teach - okay. So we know what the focus is we know about the children let’s think do they know anything at all yet about temperature and thermometers. Well I think when they were younger they would have had experiences of thinking or comparing temperatures maybe just describing what the weather’s like and thinking about their own experiences of that.
214.2
Yeah because in the morning you come in is it hot you know what’s the weather, what’s the weather like today and as the date , you know what season is it? What else would they have done? Sort of they might have used some of that language in terms of hot and cold or hotter and colder or warmer. Oh they might have said freezing mightn’t they? It’s freezing today - and actually that’s a really key, key idea in the whole thing isn’t it , the idea of zero being when things start to freeze. So the actual for how different temperatures feel for them would be a good starting point wouldn’t it?
252.5
And because I suppose its temperature it’s a scale they have had experiences of other scales as well haven’t they? So what have we done recently? Well they’ve been measuring things with um - measuring length with different types of scales - rulers and tape measures and things like that - they have a really really clear scale on them. Did the weighing thing. Weighing, so different sorts of equipment for weighing so that would all be relevant it would all be positive numbers but it’s a good place to start. Right, so that would help them with the positive but it won’t help them with the negative - the negative bit.
Let’s look at this example of educators Stefanie and Carolyn, talking through how to plan for a pre-teach session.
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