cognitive acceleration
DEVELOPING CHILDREN'S THINKING
How does CAME support the current focus on developing students' oracy skills?
I particularly enjoy the 'magic moments' when a usually quiet pupil explains their thinking. Year 5 teacher, Suffolk
Recent updates of the National Strategy materials in English and Mathematics have emphasised the importance of developing students' oracy skills, for the purpose of developing general cognitive abilities. There has been a clear recognition of the links between oracy, reading and writing. In Maths, the value of the 'oral starter' has been emphasised as an important aspect of mathematical development. What was considered to be good practice for EAL students, in terms of developing oracy skills to facilitate and deepen subject understanding, is now recognised as good practice for all students.
Since using the Early Years Let's Think activities, the children are beginning to articulate themselves more effectively. Nursery Teacher, Islington, London
Rather than relying on written methods of demonstrating understanding, CAME encourages oral and visual representations to demonstrate and deepen understanding of mathematical concepts. The teacher orchestrates the construction of learning by enabling discussion and coordinating its focus. Visual representations of concepts are deepened through explanation and questioning by students. Students are encouraged to question, to comment on the methods and representations others have chosen to use, and to build understanding through sared discussion.
The children are more able to listen and share ideas, and to work as a team as the CAME lessons have progressed. Year 1 Teacher, Tower Hamlets, London
CAME also addresses the social aspects of oracy. As students progress through the materials from Foundation Stage to KS3 or beyond, they learn the skills of collaboration through the medium of speaking and listening. Teachers often report that students who are reluctant to contribute to discussion in the classroom, begin to participate in the structured CAME discussions, and that this enables them to assess these students as showing much higher cognitive levels than was previously thought.
Further FAQs:
- Is CAME just 'problem solving' Maths (AT1)?
- Is CAME the same as collaborative learning?
- How does CAME fit our use of APP (Assessing Pupil Progress)?
- Does CAME fit into the Every Child Matters agenda?
- Is CAME an inclusive approach? What about EAL/ G&T/ SEN?
- Does CAME support Assessment for Learning?
- How does CAME fit our creative curriculum?
- How can ICT be used in CAME lessons?