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Author Archives: maria haeberli
Language Learning
International schools recognise and appreciate that their students come to school with cultural and linguistic funds of knowledge. Recognising that identity and a sense of belonging is embedded in cultural, social and linguistic learning experiences is what we understand to … Continue reading
Posted in Writer's Workshop
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Mathematical Reasoning
Strong number sense is an important difference between low- and high-achieving mathematics students (Gray & Tall, 1994 in Boaler, 2016). Number sense is when students solve problems by interacting with numbers flexibly and conceptually (Boaler, 2016). So what does this … Continue reading
Symmetry in Lego Creations
Through authentic everyday and relevant contexts, children learn about the world of mathematics. Recognising that mathematical concepts are manifested in their creations and applying their knowledge of these concepts within the creation process has supported meaningful connections. The discovery of … Continue reading
Learning Language
Children learn language through active participation in social contexts. As Halliday (1980), states: “A child has to construct language, but he does not do this alone – he does it in interaction with others; and the others are not simply … Continue reading
Growth Mindset?
Frustration pure! After exploring the concept of money by playing shop: exchanging coins for different coins of the same value, using a given amount of money to buy products equal to that value, sharing ideas about money and how it … Continue reading
Posted in Mathematics, Teaching and Learning Practices
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Our Behaviour Makes Us Who We Are
Who We Are The way we behave and our feelings, make us Who We Are An investigation into how and why we behave the way we do by Grade One children. Behaviour Other’s Feelings My Feelings Challenges Action Include people … Continue reading
Images as Carriers of Meaning in Multimodal texts
What does this mean for First Graders? As children begin to learn to read, we encourage them to make meaning from texts by referring to the illustrations to find connections to the print. Images hold semiotic functions that work in … Continue reading
Can We Talk About Bullying?
As children transition towards later childhood, 5 years and up, they are on the whole, more competent in showing a conscious awareness of recognising and managing emotions as well as developing ways of influencing and regulating emotions in others (Schaffer, … Continue reading
Teaching and Learning in the Primary School 