Just looking for a bit of advice as I'm starting to tear my hair out...
This year we have decided to not set for maths. I have a T.A for the first 45 mins of my maths lesson, and 4 computers in the classroom.
The spread of ability in my (year 4) class is quite large - I have a group of children working at 2b, and a group working at 4b, with other groups of 2a, 3c, 3b/a in between. As an RQT I am finding differentiating my input a little tricky!
At the moment I usually have either my top or bottom group working through a related 'lesson' on mymaths.co.uk and the other either working on an independent activity (tops) or working with my T.A (bottoms) whilst I input to the rest of the group.
The problems I am having are;
- Even with giving my top and bottom groups different tasks during input I still have a wide range of methods to input when e.g. teaching multiplication. This leads to...
- Sometimes my 2a group struggle to understand the input, OR my 3b/a group find it really easy.
Maths lessons at the moment feel really chaotic because there is so much going on during input! If my T.A is working with a group during input, it can be quite noisy as well.
Just wondering if anyone had any tips to make my maths input a bit smoother??
Thanks!