My findings and reason this will be my focus

 Formulating my hypothesis and my hunches on why this is a massive struggle for all New Entrant teachers and Teachers globally.

As a teacher and specifically looking at New Entrant or students starting primary school we want them to succeed within Level 1 of the National Curriculum - in order for teachers to be successful or rather feel successful to setting up our students we typically want our students to have some basic knowledge and skills when they start school.

I have asked a few colleagues and teacher friends what their expectations are when a child starts school. My intention is to created a survey to send out to all Manaiakalani teachers to get their voice and expertise. Obviously this will differ as you look at the socio-economic environment the students are from. 

Here are some questions I asked the teachers about their concerns for students starting school and I have summarised their responses in purple.

• What are some common challenges you've seen in students who are just starting school?

Separation anxiety: Many young children experience separation anxiety when they start school, particularly if they have not spent much time away from their parents/caregivers. This can make it difficult for them to adjust to the new environment and routines of school.

Learning to socialise: School is a new social environment for many children, and they may struggle to navigate the complex social dynamics of the classroom. Learning to share, take turns, and work cooperatively with others can be challenging for some students.

Developing fine motor skills: Young children may struggle with tasks that require fine motor skills, such as holding a pencil or cutting with scissors. These skills are important for many school-related activities, such as drawing, writing, and completing worksheets.

Following instructions: Many classroom activities require students to follow instructions and stay on task. Some students may find this difficult, particularly if they have trouble with attention.

Adjusting to the academic demands of school: Students may find the academic demands of school challenging, particularly if they have not had access to high-quality early childhood education. Learning to read, write, and do basic math can be difficult for some students, particularly if they are not yet developmentally ready.

Coping with new expectations and routines: School requires students to adhere to a new set of expectations and routines, such as following a schedule, sitting still for extended periods, and completing assignments on time. Some students may struggle to adapt to these new expectations and routines, particularly if they have not had much structure in their home lives.

• What are the most important academic and social skills that children need to have when they start primary school?

Academic skills:

Language skills: Children should have a good grasp of language, including vocabulary, grammar, and sentence structure. This will enable them to communicate effectively with teachers and peers, as well as understand what they are being taught. Many of the teachers start with ESOL students and has to fill the foundational skills and Oral Language and basic vocabulary before starting at Level 1 of the curriculum.

Basic math skills: Children should be able to count, recognise numbers.

Pre-reading skills: Children should have some exposure to reading, including recognising some letters and sounds, understanding that print carries meaning, and being able to follow a story and retell a story.

Fine motor skills: Children should have the fine motor skills necessary to hold a pencil and write letters and numbers, as well as cut with scissors, colour, and manipulate small objects.

Social skills:

Relating to others: Children should be able to cooperate with others and share resources, such as toys and materials.

Communication: Children should be able to communicate their needs and wants effectively, and understand how to take turns in a conversation.

Following rules: Children should understand the concept of rules and be able to follow them, including classroom rules and social norms.

Empathy: Children should be able to recognise and respond to the feelings of others, and understand how their actions can impact those around them.

Independence: Children should be able to work independently, follow routines, and take care of their own needs, such as dressing and toileting.

• What can parents do to help their children prepare for the transition to primary school?

Communicate: Keep an open line of communication with your child's teacher or school staff to ensure you are aware of any upcoming events or changes that may affect your child. It's also essential to communicate with your child regularly to understand how they are feeling and to address any concerns they may have.

Visit the school: Schedule a visit/visits to the school with your child before they start to familiarise them with the environment, and introduce them to their teacher and classmates. Some schools may also offer orientation programs or transition workshops for parents and children.

Establish routines: Establishing consistent routines at home can help your child feel more secure and prepared for the school day. This includes establishing regular sleep schedules, setting aside time for activities or reading, and planning out meals and snacks.

Foster independence: Encourage your child to take responsibility for their own belongings, such as packing their backpack or lunch, and help them develop self-care skills, such as dressing themselves or using the bathroom independently.

• How do you help children who may be struggling with the transition to primary school?

Build positive relationships: Establishing positive relationships with students is crucial to creating a supportive learning environment. Take time to get to know each student individually and learn about their interests, strengths, and challenges.

Create a predictable routine: A predictable routine can help students feel secure and more comfortable in the classroom. Establish a regular schedule for the day, with clear expectations and transitions.

Use a variety of teaching strategies: Use a variety of teaching strategies to engage all students and cater to different learning styles. For example, use visual aids, hands-on activities, and group work.

Provide opportunities for socialisation: Provide opportunities for students to interact with each other and develop social skills, such as through group projects, games, and discussions.

Differentiate instruction: Recognise that students may come to school with varying levels of readiness and skill. Use differentiated instruction to tailor learning activities to individual students' needs.

Offer support and resources: Offer additional support and resources for students who may be struggling with the transition.

Communicate with families: Communicate regularly with families about their child's progress and any concerns. Involve families in the learning process by sharing resources and providing suggestions for activities that can be done at home.

• What are some strategies you use to help children feel comfortable and safe in the classroom?
  
  Create a welcoming environment.
  Establish clear expectations.
  Encourage communication.
  Foster positive relationships.
  Use positive reinforcement.
  Provide a safe physical environment.
  Use restorative practices.

• How do you create a positive classroom environment and foster a love of learning?
  
  Establish a positive classroom culture.
  Create a safe and welcoming environment.
  Differentiate instruction.
  Provide opportunities for student choice.
  Use positive reinforcement.
  Encourage a growth mindset.
  Make learning relevant.
  Provide opportunities for hands-on learning.
  Build positive relationships.

• How do you ensure that students with different learning styles and needs are supported and included in the classroom?

Identify different learning styles and needs: Identify different learning styles and needs of individual students through observation, assessments, and conversations with them and their families.

Differentiate instruction: Differentiate instruction to meet the needs of all students by using a variety of teaching strategies and materials that cater to different learning styles and abilities. This can include visual aids, manipulatives, and technology.

Use multi-sensory instruction: Use multi-sensory instruction that engages multiple senses to enhance learning and retention. For example, use hands-on activities and experiments for kinesthetic learners, and videos and graphics for visual learners.

Provide accommodations: Provide accommodations for students with special needs, such as extra time on tests or preferential seating in the classroom.

Encourage collaboration: Encourage collaboration among students with different learning styles and needs by pairing them together for group work or peer tutoring.

Offer individualised support: Offer individualised support to students who need extra help through one-on-one instruction, small group instruction, or specialised programs.

Provide clear and consistent instructions: Provide clear and consistent instructions that are easy to understand for all students, and offer repetition or additional clarification as needed.

Promote self-advocacy: Promote self-advocacy in students with different learning styles and needs by teaching them to identify their strengths and weaknesses, and advocating for their own needs.

• How do you communicate with parents about their child's progress and any concerns you may have?
  
  Establish regular communication: Establish regular communication with parents, such as through emails or parent-teacher conferences. Let parents know how often they can expect to hear from you and what types of information you will be sharing.
  
  Use a positive tone: Use a positive tone when communicating with parents, even when discussing areas where their child may be struggling. Offer specific examples of their child's progress and strengths, and be respectful of their feelings and opinions.
  
  Share progress updates: Share progress updates with parents regularly, such as through progress reports or student-led conferences. Use specific examples and data to demonstrate their child's progress and growth.
  
  Address concerns early: Address concerns early on before they become bigger problems. Reach out to parents if you notice their child is struggling academically or behaviourally, and offer suggestions for how they can support their child at home.
  
  Listen actively: Listen actively to parents' concerns and questions, and respond with empathy and understanding. Offer solutions and resources to help address any concerns they may have.
  
  Use a variety of communication methods: Use a variety of communication methods that work best for both you and the parents, such as phone calls, emails, or in-person meetings.
  
  Provide resources and support: Provide resources and support to parents to help them better understand their child's progress and how they can support their learning at home.

• What role do parents play in their child's education during the primary school years?
  
  Establish a positive attitude towards education.
  Read with their child.
  Communicate with teachers.
  Attend parent-teacher conferences.
  Provide a supportive home environment.
  Encourage extracurricular activities: Encouraging their child to participate in extracurricular activities can help develop their interests and skills outside of the classroom.

• What advice would you give parents to help their child have a successful transition to school?
  
  Start preparing early: Start preparing your child for school early, by talking to them about what to expect and encouraging them to ask questions. Visit the school beforehand if possible, and attend any orientation or transition programs offered by the school.
  
  Establish a routine: Establish a consistent routine for your child, including regular bedtimes and mealtimes, to help them adjust to the structure of school.
  
  Encourage independence: Encourage your child to develop independence by practicing skills such as getting dressed, using the restroom, and packing their own backpack.
  
  Read with your child: Reading with your child can help develop their language and literacy skills, and instill a love of reading that will serve them well throughout their school years.
  
  Stay involved: Stay involved in your child's education by communicating regularly with their teacher, attending parent-teacher conferences, and volunteering at the school if possible.
  
  Support their emotional needs: Support your child's emotional needs by providing a safe and supportive home environment, encouraging them to express their feelings, and helping them develop coping skills for dealing with stress and anxiety.
  
  Foster a love of learning: Foster a love of learning by encouraging your child's natural curiosity, providing opportunities for hands-on exploration and learning, and celebrating their academic achievements.
  
  

With this information collected from a survey I can start putting a plan together to aid the teachers and collaboratively set up a plan to work more closely with the teachers in the kindergartens and ECEs. 

Universal Design for Learning(UDL)

Our focus at school as a whole staff was Student Agency and exploring how we can give our students the extra support in how they choose to learn.

With UDL and exploring how it works might be the next step in our journey. Although this is based on research and results in the US, it is still applicable to learners all over the world.

US Texthelp and CAST professional learning team has developed UDL guidelines and strategies to help all educators make learning more purposeful.

At its core, Universal Design for Learning (UDL) is a mindset. It’s a set of beliefs and principles that guide educators in everything they do. Through UDL, educators can encourage success and improve outcomes by focusing on learner variability and creating customisable learning experiences.

The UDL approach to teaching minimises barriers and maximises outcomes for all learners. It begins with the foundational understanding that every learner is highly variable. No learner is just one thing; we all have strengths and weaknesses. Those strengths and weaknesses become apparent based on the task, the environment, the resources and tools available, and even a learner’s affect (what sort of day they’re having).

UDL aims to change the design of the environment and curriculum rather than to change the learner. By anticipating learner variability and proactively reducing the barriers to learning, UDL empowers all learners to engage in rigorous, meaningful learning experiences.

In any classroom or learning environment, you can expect that there will be a wide range of interests, background experiences, and skills. When we plan for this range from the start, then more learners are able to access, participate, and engage.

When UDL is applied, the barriers to learning are addressed through the design of the environment. Instead of noting what the learner may not be able to do or understand, UDL reframes the barrier to be in how the design of the lesson. With UDL, there is intentional design to provide options that support the learner to gain the necessary skills or background in a lesson.

Learner variability 
UDL aims to change the design of the environment and curriculum rather than to change the learner.
Educators know learners will vary- we can anticipate this variability and plan for it from the start. 
- focus on designing options that recruit interest, sustain effort and persistence, and support    self-regulation

- ensure learners can perceive, build necessary language and symbols, and comprehension.

- support learners to physically act, express and communicate, and to develop executive          function skills.

By anticipating learner variability and proactively reducing the barriers to learning, UDL empowers all learners to engage in rigorous, meaningful learning experiences.

The benefits of UDL
There are many benefits to using UDL in the classroom. Some of these include:

• improved academic achievement for all learners, including those with disabilities;
• increased engagement and motivation;
• greater equity and inclusion;
• reduced barriers to learning; and
• improved digital literacy skills

It’s a powerful approach because the full range of learners or users have been considered from the very start of a lesson. It can take time to plan and develop flexible lessons, but the effort is worth it.

Moving Toward Intentional Design

Sheboygan Falls is a public school district in Wisconsin whose mission is to “inspire each student to reach his or her full potential with exceptional educators.” 
‘Random Acts of Teaching and Learning’

Sheboygan Falls had an inclusive model for students who received specially-designed instruction with IEPs (individualised education programs). The staff worked hard to support the whole student, however teachers described that they often struggled to know how to meet the needs of all the students in their classrooms, and inclusive design seemed overwhelming.  UDL emphasise variability and choice, implementing UDL does not mean just offering options. Choices needed to align to a clear learning goal that learners understand and there needs to be consistent scaffolding and opportunity to make choices. Starting with the goal is essential to UDL, when you have clear goals, it makes the options purposeful.

Understanding the power of the goals was a game changer for the teachers at Sheboygan Falls. Deep understanding of the goals allowed educators to intentionally plan options to support students but UDL requires that you really know the goal and break apart the standard to focus in on the skill or the content that is the focus for each part of a lesson.

Analizing goals to really understand the skills or concepts that students were required to know or do. They worked as teams to evaluate their standards and transform those into clear lesson goals. They thought critically about their assessments and made sure that they also aligned to their goals. This is my next goal with my team - to really dig a bit deeper into the curriculum and design a program that will work for our students.

Once the team realised that goals were the key to designing with UDL, teachers started to provide multiple ways for students to engage and demonstrate understanding of that goal,
see more clearly where students were stuck, struggling, or disengaging during the learning,
have more conversations with students about how to reduce barriers.

Goals Drive Choices

Understanding the learning goals unlocked creativity in his teaching and opened up more collaboration among their staff about how to provide choice to support learning those goals. “When a lesson is about materials, the teachers are trapped, and they can’t be flexible,” he says. “But when a lesson is about the goal, then they can be flexible. That's an ‘ah-ha’ moment.”

“Access is the critical first step for ensuring all students can perceive, act on, and engage in the learning.”

—CAST Professional Learning team

To support educators continuing to expand their inclusive planning strategies, the district provided teachers with professional learning time to apply UDL-aligned practices. They spent the fall professional development time learning about the Access level of the UDL Guidelines and discussed specific strategies that could be integrated into their lessons, such as captioning videos or text-to-speech and speech-to-text tools.

Website to learn more about UDL: UDL(Universal Design for Learning)

Learn Create Share Model

Learn Create Share Model Link : Please make a copy and share

Learn Create Share Model link

Learn create share is a teaching methodology that encourages students to actively engage in the learning process by creating and sharing their own projects and ideas. 

It is a student-centered approach that emphasises hands-on learning, collaboration, and creativity. The idea behind this approach is that when students are given the freedom to explore topics that interest them and are encouraged to take ownership of their learning, they are more likely to be motivated and engaged in the process.

The Learn create share model typically involves three main steps:
Learn: In this step, students are introduced to a new concept or topic. They might watch a video, read a text, or listen to a lesson to gain a basic understanding of the topic.

I have some key words to help the students out when starting their inquiry: I see, I think, I wonder, I explore, I investigate and I gather.  
Create: In this step, students are given the opportunity to apply what they have learned by creating something related to the topic. I will give my students freedom to choose how they want to create from what they have learned. This could be a project, a model, art, or anything else that allows them to demonstrate their understanding.
Share: In this step, students share their creations with others, whether it's their classmates, their teacher, or a wider audience. Sharing their work allows them to receive feedback, refine their ideas, and learn from others.

Overall, the Learn create share model encourages students to become active participants in their own learning and to develop critical thinking, communication, and collaboration skills.

I have created a model I want to try out with my Year 1 students. One of our focusses since last year is Student Agency and how we are educators can give our students the best opportunities to learn. This term I will work from this model so that my students can get use to the look and how to use it. Term 3 I will give them the opportunity to access this model and find their learning on the model. I created QR codes as a great tool to providing students with access to additional resources and information related to the topic they are studying. For example, I created QR codes that links to my slides that I will be using during my floatation lessons. QR codes will be used for videos, interactive activities, or websites that provide more information or examples related to the topic we will study. By scanning the QR codes, students can explore these resources independently and at their own pace, which can help them develop self-directed learning skills. Additionally, QR codes can link to instructions or tutorials for specific activities or projects, which can help students work independently and develop their creativity and problem-solving skills.

I am excited to start this with my students this week during our Science topic.

Can't wait to share my students' learning with you!! 

Parents and how they can help their child transition to Primary School

What can you do as a parent to make the transition easy and smooth for your child?

Working with one of my New Entrants mums really closely and explaining to her how important the transition process is, made me realise that most parents in our socio-economic environment do not know about the transition plan we have in place for your child. 

It's essential to remember that each child is unique, and their needs and accommodations may vary. It's always best to communicate with the child's parents or caregivers to identify their specific needs and work collaboratively to develop a plan to support their successful transition to primary school.

To make a long story short, the mum came in one day and said her child is starting school in 2 months. We discussed what her options may be and she immediately understood the importance of visiting the school more than just once to make it easier on the little human. 

Needless to say but after 6 visits , the gorgeous girl started school and had no anxiety or problems at all. She already know all her classmates and teachers as well as how and where everything is in and around the schools. She was aware of the school's vision and values.

The easiest transition I have witnessed in a very long time!!

Hats off to mum and her little girl who took the extra time and effort in to make it easier.

I have created a survey to send out to parents - ideally before their child starts school - but this won't happen due to children just arriving one day to start their school journey. With this survey many parents will become aware of the transition programs schools have available. 

I have also created 2 booklets to take with me when I visit some of our feeding ECE and kindergartens - I believe that we as educators in Primary schools and kindergartens need to have that all important relationship to aid the child further. The booklets are currently at the printers - I will keep you updated how that is going and how they received my booklet.

The first booklet is an introduction to our school, who their teachers are and what the school looks like. Everything they can expect when starting school. The second booklet is a bit more information on how you as a parent can help your child before transitioning.

I have spoken to a few parents at my school as well as friends who are parents of young children and these are some of the important factors that came from the questions on what they want their child to learn at school:

1. Academic skills: Parents may hope that their child will develop specific academic skills, such as reading, writing, math, science, or social studies. They may also want their child to develop critical thinking skills, problem-solving skills, or creative skills.

2. Social-emotional skills: Parents may hope that their child will learn how to interact with others, make friends, regulate their emotions, and develop empathy and compassion for others. They may also want their child to develop self-confidence, resilience, and a positive self-image.

3. Life skills: Parents may hope that their child will learn practical skills that will help them navigate their daily life, such as time management, organiaation, money management, or basic household skills.

4. Personal interests: Parents may hope that their child will discover new interests and passions, whether that be in sports, art, music, or other hobbies.

Ultimately, what parents and caregivers hope their child will learn will depend on their individual values, beliefs, and goals for their child's development.

As I have mentioned is that each situation is unique, I can provide some general tips on how parents and caregivers can support their child's transition, and resources that may be helpful:

1. Communicate: Keep an open line of communication with your child's teacher or school staff to ensure you are aware of any upcoming events or changes that may affect your child. It's also essential to communicate with your child regularly to understand how they are feeling and to address any concerns they may have.

2. Visit the school: Schedule a visit to the school with your child before they start to familiarise them with the environment, and introduce them to their teacher and classmates. Some schools may also offer orientation programs or transition workshops for parents and children.

3. Establish routines: Establishing consistent routines at home can help your child feel more secure and prepared for the school day. This includes establishing regular sleep schedules, setting aside time for homework or reading, and planning out meals and snacks.

4. Foster independence: Encourage your child to take responsibility for their own belongings, such as packing their backpack or lunch, and help them develop self-care skills, such as dressing themselves or using the bathroom independently.

5. Seek resources and support: Schools may have resources and support services available to help children transition to primary school.

Ultimately, the best way to support your child's transition to primary school is to remain engaged, stay positive, and be prepared to adjust your plans as needed.

Invisible transitions: Transitions to school following different paths

Coping with change can be tough for people of any age, but unlike many adults, kids don't always understand why transitions take place and how to handle it. Many parents, patiently work with your child and offer the support they need to move ahead into whatever it is they are about to face. Walk together through what is about to change, and get a routine in place as soon as the transition takes place. Many of our tamariki that starts school don't have the opportunity to have a focused transition where the stress is lightened and to talk about how they are feeling and to let all those emotions out. Some students are very fortunate to have parents actively involved in the transition process and are willing to work with the teachers to make the transition less frightening. With regular school visits the tamariki can overcome and succeed in the new circumstances with which they are presented.

My focus this year will be around those tamariki that do not get the opportunity to visit the school with their parents. Many of my new students just arrive one day and are expected to just get on with it and cope. This is hardly the case, like any New Entrant teacher will tell you. As a teacher, we see a different side to what is seen at home. We see the anxiety and fear with being in a new environment with no familiar faces and a million other students(number a new child will see). I always refer back to 2 of my favourite books focus on this anxiety: The Invisible String(It addresses feelings of separation anxiety, something that many children experience in the midst of a transition that impacts their time with loved ones. In the story, a mother describes to her children that they are all connected by "An Invisible String made of love."). My role is to become the school mum to make it as safe as possible without having the anxiety. The second book is Not this Bear - The title gives you an idea of what this story is about. Bear is about to start his first day of school, but he's not feeling ready to go. After a little encouragement, this young bear finds the courage to give school a try.

Since 2020 our "normal" lives have changed to a new normal where we have to "cope" with so much more than before, well-being is at the forefront and definitely the gaps in learning. I have noticed and experienced that the tamariki starting school has gaps in their foundational skills as well as key competencies stated in the Te Whāriki curriculum. The learning journey of our 5 year olds started during Covid. They have not experienced a full year any form of formal learning. It is evident in the formative assessment data done with school entry students. 89% students have scored a 0 on word writing and also well below when have to recognise the alphabet letters and their sounds. Basic self managing skills are not been established and lack of confident Oral Language. 

The data of the BSLA baseline assessment showed me that my New Entrants are below in phonological awareness, letter and sound knowledge as well as speech and holding a conversation.

I have set out a few goals for myself to achieve this year to make it for the tamariki transitioning as smoothly as possible.

1. Meet up with ECE centres and kindergartens and have talanoa about their ideas around transition and what their role entails. 

2. Design, print and bind a booklet to make the children aware of the people they will meet at their new school.

3. Visit tamariki at their centre and build relationships with them. Read books, do art together and talk about what is about to happen. 

4. Work on an action plan collaboratively to make the teachers at the kindergartens and ECE aware of what primary school teachers expect the students to know when they start school.

It’s common for schools to begin supporting first year primary school students and their families through the transition process before the school year begins. But, what about students who enrol unexpectedly at different points throughout the school year? 

https://www.teachermagazine.com/au_en/articles/invisible-transitions-supporting-students-who-enrol-unexpectedly

How can I, my colleagues and the school community effectively support these students through the transition process? 

Measurement in a Junior class

MEASUREMENT

In a junior math class, non-standard units of measurement are often used to introduce students to the concept of measurement before moving on to standardised units.

Non-standard units of measurement are arbitrary units that are not based on any established system of measurement. Examples of non-standard units of measurement include using paperclips to measure length or using marbles to measure weight.

Using non-standard units of measurement can help students develop an understanding of the basic principles of measurement, including the concepts of units, precision, and accuracy. By using non-standard units, students can also practice estimating measurements and comparing the relative sizes of different objects.

Once students have developed a basic understanding of measurement using non-standard units, they can then move on to using standardised units of measurement such as inches, feet, grams, and kilograms. Standardised units are important because they allow for accurate and consistent communication of measurements across different contexts, and they are widely recognised and understood within various professions and industries.

In measuring hands and feet using non-standard units, you can use common objects as your units of measurement. For example, you can use paperclips, pencils, or even your own fingers to measure the length of a hand or a foot.

Our Mission in Team Koru

Understand the concept of measurement and units of measurement.
Students will practice measuring the length of hands and feet using non-standard units.
Students will compare and contrast measurements using different non-standard units.

Materials:

Scissors

Paper

Pencils
Template
Different counting materials to use as non standard measuring units

Procedure:

Introduction:

Begin by asking students if they have ever measured anything before, and what units of measurement they are familiar with.

Explain that today, we will be learning about non-standard units of measurement.
Show students some examples of non-standard units, such as paperclips and pencils.

Measuring Hands: Have students trace around their own hand and foot.

Demonstrate how to measure the length of a hand using 4 different objects to measure the length of their hand and foot and explain that they should count the number of paperclips that fit between the tip of the middle finger and the tip of the thumb.

Have the students record their measurements on the template given, and then share their results with the class.

As a class, compare and contrast the measurements 

Wrap-Up 

Review the concepts of non-standard units and measurement, and ask students to share what they learned today.
Have students reflect on what they learned and what they found challenging about measuring with non-standard units.
Collect the reflections and discuss any common themes or misconceptions.

Maths in the Junior class - HANDS ON!!

How do I teach Maths in my New Entrant class? 

Materials and hands-on experiences with constant Oral Language. Big focus on correct Maths vocabulary.

Why do I believe on hands-on activities? 

Hands-on activities are an effective way to teach math because they engage students in a more active and experiential learning process, rather than simply receiving information through talking and showing. 

Here are some reasons why hands-on activities are beneficial for math education:

Active Learning: Hands-on activities encourage students to be actively engaged in the learning process, which helps them to better understand and retain information.

Concrete Understanding: Manipulating physical objects helps students develop a concrete understanding of math concepts. This is particularly important for younger learners who may struggle with abstract ideas.

Multi-Sensory Experience: Hands-on activities often involve using multiple senses, such as touch, sight, and hearing, which can help reinforce math concepts in different ways.

Problem Solving: Hands-on activities often involve problem-solving, which is a key skill in math. By solving problems in a hands-on way, students develop their critical thinking and reasoning abilities.

Collaboration: Many hands-on activities are done in groups, which helps students develop their communication and teamwork skills, as well as learn from each other.

Overall, hands-on activities provide a fun, engaging, and effective way to teach math, and can help students develop a deeper understanding of mathematical concepts.