N&A5.2b Initiates own response to visual patterns.
Teaching Strategies
Attribute meaning »Sensory stimulation »
Take up time »
Touch cues »
Modelling »
Independent practice »
Strategic pausing »
Shaping »
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Activities & Resources
MusicRhymes
Computes/IWB (e.g. Tux Paint)
Laminated folder activities
Photographs
Body parts
Instruments
Action songs
Assessment Record
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Early Stage 1 Outcome 2012 NES 1.3 Groups, shares and counts collections of objects, describing using everyday language and records using informal methods WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) WMES1.3 Describes mathematical situations using everyday language, actions, materials, and informal recordings (Communicating) WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions (Reasoning) WMES1.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content (Reflecting) |
Early Stage 1 Outcome 2015 MAe-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings. Mae-2WM Uses objects, actions, technology and/or trial and error to explore mathematical problems. Mae-3WM Uses concrete materials and/or pictorial representations to support conclusions MAe-8NA: Recognises, describes and continues repeating patterns.
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HSC Life Skills 11-12 Outcomes 2007
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Framework Indicators
Teacher Language
Give an instruction
‘Copy the action /sound’.
‘Repeat the action/sound’.
Make a Statement
‘You have made a pattern’.
Ask a question
‘Does that sound /look the same?’
‘What would you use to make that pattern?’
‘What sound/ picture is first?’
Correction / Prompt
‘Is it the same?’
‘Listen / look again’.
When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.
There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching) eye gaze and verbal responses.
Whilst the instruction ‘copy’ is used, the student is only required to initiate their own response to visual patterns and patterns of sound.
Selects appropriate object / implement to create a visual pattern.
Teacher selects objects or implements to create a simple visual pattern e.g. teddy bears of two colours or file folder activities. Teacher instructs ‘SN, What would you use to finish that pattern?’ ‘SN, you have made a pattern.’