Maths: BUSMr. Hejny´ methodology

Teaching: An effective key to self-learning This project was funded by European Union.

PRESENTATION AND EVALUATION OF THE LESSON

Part 1 – Why Mr. Hejny´s methodology?• In the beginning of school year 2015/16 our team

was thinking about the lesson for Italy. • We could not decide. • Then one day a substitute teacher had Math lesson

in grade 9. The teacher was disappointed with the students´ work. She made a comment that her pupils from grade 3 would do better.

• I had a chance to speak to both sides and could see the point. I offered the teacher and the students from grade 9 to have a lesson together and to see what the children from class 3 would be able to solve.

What happened next? A flipped lesson• So the little children came to our English

classroom with the interactive board and Robotel system, they loved the headsets and the board.

• Their teacher presented the first task, the little children were very active, wanting to work at the board and show how they solved the task.

• The students from grade 9 were shocked and speechless. They did not understand the tasks nor the way how they were solved.

• They tried to solve the tasks and some even went to the board just to see that they were wrong.

Growing interest in the methodology• Finally the teacher solved a few of the problems

connected to the conditions for the root of an equation for grade 9 with her little pupils.

• Pupils wrote their comments on this lesson. • Then our team discussed the Math lesson which

was based on Mr. Hejny methodology, our school uses it in grade 1, 2 and 3.

• Some students wanted to learn more as their little brothers or sisters were using the new method.

• The flipped lesson was held on 23 September 2015.

Activities – Mr. Hejny´s method

DIGITAL NUMBERS – one of the solution for using 5 „sticks“

Activities – Mr. Hejny´s method

The picture above goes to „BUS“ and below to „COBWEB“.

Activities – Mr. Hejny´s method

Here you can see the activities solved by the little pupils.

Activities – Mr. Hejny´s method

Activity „ANIMALS of Dr. WOODS“ builds equations skills.

It is super. I am a bit sad that I wasn´t able to solve their tasks. I will have to study harder.

I found out that pupilsfrom grade 3 are smarter then we are in grade 9.

They really enjoy Math. I like this lesson too. I am looking forward to next lesson with them.

The children are so active, smart and nice.

It says that the Hejny´s Math is about logical thinking. In this case I have none.

Now I can understand how to solve the COBWEBS.

We all enjoyed this flipped lesson when pupils from grade 3 were teaching us the new Mr. Hejny´s method which develops mathematical and logical thinking. The children loved our classroom with the interactive board and headsets and especially being smarter then we

Preparing our lesson • We cooperated with Mrs. Kameníková, teacher from class 3. A, who chose the appropriate procedures and explained their methodology to our team. • Our English teacher Mrs. Buroňová took part in a few Mr. Hejny´s methodology lectures. • We studied textbooks for elementary classes with the new method, prepared tasks and visuals. • Then we taught our lesson in class 3. A on 14 October 2015. The little children enjoyed it. It was not so easy for them because we communicated in English, of course.

Part 2 – OUTCOME for MANUAL • Title: BUS• Subject: Math Target age: 6 – 9 Time: 1 lesson• Goal: To introduce Mr. Hejny´s Math methodology• Objectives:• To develop logical and mathematical thinking • To introduce procedure „BUS“• To introduce procedure

„DIGITAL NUMBERS“• To teach key words for

our lesson with the CLIL approach

Lesson plan – BUS1) Introduction of the team, project ideas and lesson 5´2) CLIL part – teaching key words for the activity 5´3) Motivation part “Hop on the bus” role-play 10´4) Procedure “The BUS“

15´5) Word tasks for the procedure “The Bus”

15´6) Procedure „Digital numbers“ 10´

Who took part in the lessons?• 7 Czech student „teachers“: 14 years old• Michaela Janáčová, Klára Šmírová, Lucie Kobzová,

Nikol Bystroňová, Michaela Škrabálková, Karolína Hosová, Michaela Hladká

• 45 pupils from 2 classes in Italy: 8 – 9 years old• 4 teachers: 2 elementary teachers (IT), 1 school

management (CZ), 1 Math and English teacher (CZ)

When and where • Place: classroom• School: primary school IC di via Agnesi, Desio• Date: 20 October 2015, Tuesday• Lesson 1 (class 3): 9:00 – 10:00 • Lesson 2 (class 2): 10:00 – 11:00

• Data projector, the Internet, blackboard• Lesson plan• Plastic bottle tops, a box, bus stops • Crayons• Other visuals: a bus, a steering wheel• Power-point presentation:• http://www.slideshare.net/alenaholas/mat

h-lesson-the-bus

• video: https://youtu.be/A3mqlpIFg24

Which means are necessary?

1) BEGINNINNG of the lesson• The first activity was introduction of our team and Erasmus+

project aims• After this our team shortly introduced our country and the topic of

the lesson based on Mr. Hejny´s methodology encouraging development of logical and mathematical thinking

• His methodology is becoming the trend in the Czech Republic because it is engaging all types of pupils. It is taught in one third of Czech elementary classes.

2) CLIL part of the lesson • In the beginning of the activity, the Czech

students introduced the bus driver and taught two important words “get on” and “get off”.

• The narrator (Michaela J.) said these words and girls hopped towards the class or backwards.

• Next, we showed a slide from our presentation with some Italian words important for this lesson translated in English and Czech languages.

3) Motivation part: “Hop on the bus” role-play

• This activity is described in the lesson plan for the Manual in details.

• This procedure is gradually made more and more difficult, according to the Math skills of pupils.

• First the procedure is played realistically – with a driver going to bus stops and real people getting off and on.

• When the bus got to the last stop, we asked how many people were on the bus.

• Then we replayed the role-play and pupils told us how many passengers should get off and on.

4) Procedure “The Bus”• We used plastic bottle tops to represent passengers. • Their getting on and off was visual and audible action.• For getting OFF the bus driver took always only one top and rose the

arm high to be seen well. Next the top was thrown on the floor.• This action was repeated for each person getting off. Then number

was the bus driver decision.• For getting ON the person standing at the bus stop did a similar

action but this time the bottle top was was thrown in the box. The number depended on the decision of the pupil standing at the bus stop.

• There was absolute silence. Nobody was counting at loud.• When the bus got to the last stop, we asked how many people were

on the bus.• Finally, the Italian pupils took part in this role-play.

5) Word tasks for “The Bus”• In the Czech textbooks, pictograms are used for different placements

of the bus stops: at the door, at the wash-basin, at the windows, at the cupboard, at the teacher´s desk etc. under the task.

• In the square above the arrow is necessary to fill how many passengers were on the bus at that moment.

• The task is easy to make more difficult by giving less information. • We did not do this activity with the Italian pupils due to their low

knowledge of English but we did it with the Czech pupils during our rehearsal in Math lesson with class 3. A on 14 October 2015 in Ostrava. More tasks can be made up by pupils themselves.

• It is helpful to use visual means such as plastic bottle tops. • The word tasks have quite often more than one answer and children

are asked not only to find them all but also to explain why there are no other possibilities.

• If children can´t solve the task, they use visuals or role-play again.

got offgot on

Now we need to find all combination of the 3 possibilities for boys with the 2 possibilities for girls:1) 2 boys get off and 5 girls get off/

0 boy gets on and 0 girl gets on2) 2 boys get off and 6 girls get off/

0 boy gets on and 1 girl gets on3) 3 boys get off and 5 girls get off/

1 boy gets on and 0 girl gets on4) 3 boys get off and 6 girls get off/

1 boy gets on and 1 girl gets on5) 4 boys get off and 5 girls get off/

2 boys get on and 0 girl gets on6) 4 boys get off and 6 girls get off/

2 boys get on and 1 girl gets on

All possible answer for the last picture:

6) What else did we teach?„DIGITAL NUMBERS“

• First, we revised the digital numbers.• Then we asked pupils to pick 6 crayons.• We instructed them to build a digital number by

using all six crayons. • When they finished, we asked if there are more.• Next we asked pupils put one crayon aside and find

all digital numbers which can be modeled with five crayons.

• They did not find the two digit numbers. The last picture is from flipped lesson in our school.

• We did not prepare any evaluation of this lesson.• The evaluation questions for team members were

part of the final evaluation form of the meeting.• But we could see the responses of our Italian

pupils.• We believe that they enjoyed both procedures.• We did not prepared any evaluation for our

rehearsal in our school in class 3. A, but we talked with the pupils. They enjoy the lesson and were happy that they understood our English instructions.

Part 3 - EVALUATION

Czech „teacher“ Lucy wrote: Lucie: Teaching little children in Italy was sometimes

really demanding, and teaching Math in English was not an easy thing to do. Nevertheless, the children were smart

and many of them succeeded very well.

Czech „teacher“ Karolina wrote: Our team task was to come with a “playful” Math lesson. We chose the Mr. Hejny´s method which teaches children mathematical and logical thinking. Before departure we tried out our lesson with the Czech pupils from our school in grade 3 but they were taught with this method since grade 1 so they have somehow learnt the logic.

In Italy, we went to teach children from class 2 who really loved our lesson because they even did not realize that they were learning to count and perceived it as game. In the end we gave them little gifts for their hard work.

Czech teacher wrote:It was great to watch our pupils´ hard effort during preparing for our Math lesson, learning about the new Mr. Hejny´s methodology. I also had to contact my elementary colleague and ask her to help and choose some suitable activities. I went to a few lectures on this method to understand it. Then we organized a lesson where our pupils from class 3. A showed our team and other pupils from grade 9 what they do in their Math lessons. The feedback from this lesson was amazing. The little children enjoyed showing the “big” ones how to solve their tasks. The “big” pupils appreciated the logical thinking of the little ones and admitted that they had difficulties with the Math tasks and that they should start to learn harder to keep up. Next a lot of explanation, research and preparation followed in our team and we were ready to teach our Math lesson. The first audience, of course, was class 3. A and this time we met in their English lesson as we were teaching in English. The children appreciated our effort and gave us positive comments. Teaching in Italy was different because this time the children met with our activities for the first time in their lives and we needed to keep English explanations very simple. The Italian pupils were trying hard. I believe that both Czech and Italian pupils enjoyed the activities. The Czech pupils divided the tasks evenly and were not afraid to take their part of responsibility for a specific task. The team cooperation was going well during all phases of this lesson preparation.

Part 4 – DISSEMINATION1) We told about our lesson and the whole meeting

in Italy to classmates in form 8. and 9. in September and October 2015.

2) We told about the project to pupils from class 3.A who had a flipped lesson with the team and other pupils from grade 9 in September 2015.

3) We believe that some pupils mentioned this project at home.

4) We updated our school website and the school noticeboard.

5) In October, we rehearsed our lesson in class 3. A

We taught this lesson:class pupils town country language date

3. A+ 9.

1412 Ostrava Czech Republic Czech 23. 9. 2015

FLIPPED LESSON

3. A 15 Ostrava Czech Republic English 14. 10. 2015

3. 18 Desio Italy English 20. 10. 2015

2. 27 Desio Italy English 20. 10. 2015