Division following Rosenshine's Principles of Instructions
We began the lesson with a short review of previous learning: recapping our two times tables. During the lesson we used our prior multiplication knowledge to help us solve division problems. We followed a form modelled by our teacher. This enabled us to focus on the specific task (division), reducing the overall demand on our cognitive load. Towards the end of the lesson we became much more independent as we gradually mastered the concept of division. The shift of responsibility over the learning process was passed over from our teacher to us. The temporary support (scaffolding) at the start of the lesson provided us with the support we needed to reach the level of skill acquisition to solve the division problems independently.
We made playdoh monsters who became our 'talking partners'. We explained to our talking partners the step-by-step method of division. This made us think about the process behind our learning.