Today I had the pleasure of observing Demi with her Year 7 Maths student Aleks in which they worked on reinforcing key mathematical concepts, while addressing gaps in his Year 6 knowledge. The lesson focused on worded problems, converting mixed fractions to improper fractions, adjacent angles, NAPLAN overview and the angles of triangles. Demi employed a range of strategies to engage Aleks and enhance his understanding, using both digital and physical resources to create an interactive and dynamic learning environment.
To introduce the topic of fractions, Demi broke the process down into clear, manageable steps, ensuring Aleks grasped each stage before moving on. She used her laptop to display visual representations, helping to bridge the conceptual gap between mixed and improper fractions. To solidify understanding, she encouraged Aleks to explain his reasoning aloud, reinforcing the “learning by teaching” method.
A particularly effective aspect of her lesson was the use of the whiteboard as a collaborative tool. Rather than simply explaining concepts, Demi actively involved Aleks by having both of them stand up and solve problems together. This hands-on approach made the learning process feel more engaging and participatory rather than passive. She modelled problem-solving strategies first, then encouraged Aleks to replicate and adapt them, fostering his confidence and independence in tackling complex questions.
When exploring adjacent angles and triangle properties, Demi integrated questioning techniques that prompted deeper thinking. Instead of providing immediate answers, she guided Aleks through the reasoning process, helping him connect prior knowledge with new concepts. Her patient and supportive demeanour ensured that mistakes were viewed as learning opportunities rather than setbacks.
Overall, Demi’s lesson was a strong example of interactive and student centered teaching. Her ability to seamlessly blend direct instruction with inquiry-based learning techniques created a supportive and stimulating environment, ensuring Aleks remained engaged and actively involved in his own learning process.
Briana Vaz
