mrs saunders, you are teaching us, not telling us
TRANSCRIPT
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Mrs Saunders, you are teaching us, not telling us
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Pedagogies to improve learning
Students need to trust their teacher to know them as people, know how to teach, and know what to teachAs the teacher, I am the authority in the room, and from Day 1 I behave consistently, and differently
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Teacher as authority
• I am in charge, so I arrange the seating• In alphabetical order• Seldom changed, and only by me• Cycle rows forward from time to
time
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Pause
• I wait at least 10 seconds after posing a question before accepting an answer• Why do you think I do this?• Discuss briefly with the person next
to you
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Re-frame the language
• I ban “Miss, is it . . .?”• And give students alternative
language to use (and reiterate it):I think it could be . . .It might be . . .I wonder if it could be . . .
• We’re all allowed to make mistakes
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Random numbers
• Each student has a number on the roll and they write it down inside exercise book cover• Alphabetical order means . . .• Use this when I want to choose a
student to answer – after pausing
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Random number expert
• I teach one (volunteer) student how to use their calculator to generate a random number from the class• That student always generates
random numbers when I want them
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My favourite questions
• What do you notice?
• What is the same and what is different?
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Geometry is visual
• What can you see?
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Work out what you can and see where it takes you
• I use this for geometry and trigonometry in particular
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Feedback from asking "What can I see?" to get started
It helped me because it broke down the question step by step. It allowed me to think of the answer myself and find different strategies. Finding everything I could 'see' in the question made it easier when writing down my working to find the final answer.
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Kathleen Hart
• We need to build a bridge from the concrete to the abstract• Bridge must be 2-way, must work
both for doing and undoing
• Children's Understanding of Mathematics 11-16 (1981)
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Wiesje Geldof’s Bridge (Sigma Publications)
Find the area of my garden:
42 m2
4 m
6 m
5 m 7 mVegies
Flowers Lawn
Shrubs
30 m2
28 m220 m2
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Total area of my garden
• Total area = 10 x 12 = 120 m2 = 20 + 28 + 30 + 42 m2 = 120 m2
I articulate my mental strategies every time I use them
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Total area = (x + 3)(x + 5) = x2 + 5x + 3x + 15 = x2 + 8x + 15
8x
X
3
X 5
3x
5x
15
x2
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Find possible lengths and widths for my garden
30 m2
15 m212 m2
24 m2
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Wiesje Geldof’s Bridge (Sigma Publications)
Find the area of my garden:
42 m2
4 m
6 m
5 m 7 mVegies
Flowers Lawn
Shrubs
30 m2
28 m220 m2
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Factorising
X2 + 4x - 12
X
?
X ?
-12
x2
4x
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Talk to the person next to you
• Plus of using garden squares?
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Do now!
• Every lesson starts with 3 – 5 questions hand-written on board• Usually revision – previous lesson,
previous year (simple), algebra skills• Can take up to 15 minutes to do
and process
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Homework
• These students need to learn that doing homework matters• I set a little almost every day,
students open book at start of lesson to show me HW while they complete the Do Now• I record in my mark book whether
reasonable attempt or not
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Feedback
• Not just ticks and crosses or N, A, M, E• Always a sentence about what
understanding student has shown, and what they need to do to progress.• Talk about A and M: What level
have we been working on?
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