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During my observation session, I watched Evan work with a Year 1 student who was learning how ot subtract numbers using different techniques. It was interesting to see how Evan adjusted his teaching approach to help the stuent understand subtraction rather than simply memorising the steps of an alogorithm.
Evan initially introduced subtraction using visual materials. He used simple objects and drawings to demostrate the idea of taking a number away from another number. This helped the student inderstand what subtraction represents before moving onto wirtten calculations. Evan regularly asked the student questions and encouraged them to explain how they reached their answers.
Evan then introduced a number line as another strategy. He showed the student how to begin with the larger number and count backwards to find the answer. For example, when solving a subtraction problem, the student could make smaller jumps backwards along the number line rather than counting each number individually. This helped the studnet develop their mental calculation skill and become more comfortable with subtraction.
After practising these techniques, Evan introduced the written subtraction algorithm. He carefully explained how to arrange the numbers according to their place value and worked through each step with the student. Whenever the student became unsure, Evan returened to the visual or number-line techqniues to reinforce their understanding.
As an observer, I found Evan's use of multiple techqniues particularly effective. He did not rely on one method, but instead showed the student that there are different ways to approach a subtraction problem. Evan was patient throughout the lesson and provided encouragement when the student made mistakes. By the end of the session, the student appeard more confident and was able to complete subtraction questions with less assistance.
Overallm the lesson demostrated the importance of adapting teaching stratgies to suit a student's learning needs.
