The importance of a good Seating Plan by @ClassCharts. Where a student sits, and who they sit with, has a huge impact on learning. This may sound obvious but research from Montana State University finds that by using seating charts teachers feel twice as effective in the classroom and the attainment of lower ability (novice) students in state tests is doubled. For UK schools this means that the attainment of those key “below C” students can be increased by using seating plans in lessons. One innovative seating plan solution is Class Charts which was developed by a teacher with 16 years of experience in the classroom.
But Class Charts is more than just about where students sit in the classroom, it displays key data about the students (eg SEN, reading age, targets) so that teachers can see the needs and abilities of their students at a glance. Because Class Charts links with school information systems it means that classes, timetable and changes to student data are all up to date – in effect we are talking seating plans for SIMS. » Creating a positive learning environment. When I first started out teaching over 10 years ago, I was determined to be the best teacher I could possibly be. I was confident(ish) with the maths and was enthusiastic about the pedagogical understanding I had developed whilst doing my PGCE. I wanted to be a positive role model to the students I taught as well as those I looked after pastorally in my tutor group.
I was driven and determined to be successful and put in a lot of hours into ensuring everything I did was of the highest quality. Two terms into my new role, I was seriously considering leaving the profession. Although I planned each lesson carefully and made sure I was always up to date with marking, I found that I was ill prepared for the low-level disruptive behaviour that teachers, particularly shiny new ones, have to endure.
I was armed with what I thought at the time, was the best piece of advice going: “Don’t smile until Christmas”. Learning from experiences Turning point Strategies for encouraging positive behaviour m. Resourceaholic: MEI Conference 2015. Last week was an incredibly busy week for me. On top of a number of family events and personal commitments, I did the following:Attended #mathsconf4 in London and helped run the TweetUpHosted #mathsTLP on Sunday night and #mathscpdchat (on behalf of the NCETM) on Tuesday nightHad my first SLT lesson observation at my new schoolDid my first ever TeachMeet presentation at #TMEpsomWrote three blog posts and processed a dozen new Pret HomeworksTravelled to Bath to attend and present at the MEI Conference.
It was a great week but I'm so pleased it's over! I've already written about #mathsconf4, the #mathscpdchat about Problem Solving and #TMEpsom about Pret Homeworks, so this is my final post about the events of my busy week - this post is about my experience of the MEI Conference. Maths CPD I've already written about the importance of subject specific CPD.
Ideas for A Level The first session I attended was "The aspirational grade E student" by David Philip and Claire Phillips. Summary. 20 psychological principles for teachers #17 Classroom management | David Didau: The Learning Spy. It’s an oft-repeated truism that nobody rises to low expectations. This is as true of standards of behaviour as it is for academic achievement; the more you expect, the higher you place the bar, the less children will expect to get away with. What we accept becomes acceptable. It’s up to us to determine what will be permitted in schools and classrooms. Classrooms are microcosms of a school. While in-school variation can be immense, the values reflected in classrooms tend to aggregate towards the values espoused by the school. I’ve argued before that the climate for effective classroom management is set by school leaders. Students choose how to behave and they quickly learn which teachers can be safely ignored.
Rather clumsily, I’m sure, I’m equating the three aspects of this principle with three different body parts: Balls: setting and communicating high expectationsHeart: consistently nurturing positive relationshipsMind: providing a high level of student support. Why is it that students always seem to understand, but then never remember? | …to the real. Preamble I’ve had a week to think about what direction I’d like to take with this blog, and what questions or issues it should take on. Do I focus just on mathematics? Do I look at systemic issues? Do I dig into the theories of learning? Over the week I’ve lined up maybe seven or eight specific things already that I’d like to talk about, and in general they’re fitting into around three categories: 1) General pedagogy 2) Specific to maths 3) Maths focus, but with a point or conclusion that could be relevant to other subjects (keep an eye out for something involving Diophantine equations and relativistic quantum mechanics in the weeks to come…) In some cases there are ideas or knowledge that I’ve found useful, and so would like to share.
You can’t spell preamble, without ramble. A few weeks back a fellow teacher posed a question to my form group that I probably should have spotted the answer to much quicker. Why do we keep forgetting so much of what we learn? Why is understanding important? Teaching for keeps: What Works & Why? 30 Ideas by @powley_r | UKEdChat. Dropbox - marking strategies. 10 facts about learning that are scientifically proven and interesting for teachers. Ten easy ways to demonstrate progress in a lesson | Pedagoo.org. This post is a result of my two minute presentation that I recently gave at the Teachmeet at Acklam Grange School in Middlesbrough. It is one of those things that student teachers ask me all the time. How can I show progress quickly when I am being observed?
I think that sometimes, people tend to over think this, as progress can be shown in a lesson very easily. So here are my ten easy ways to do this: Progress Clocks are very simple. So there you have it. Gillian Galloway, Head of History, Acklam Grange School. Where the Laws No Longer Hold | Math with Bad Drawings. Third in a finite series on infinity (see posts 1 and 2) Somehow, I suspect I wouldn’t survive long on the frontier. Drop me in the American West, circa 1850, and I fear my math-blogging and bad-drawing skills might not carry me far. I need indoor plumbing. I need the rule of law. I need chain coffee shops.
I’m not cut out for the frontier. And yet the frontier is exactly where I found myself the other day, when I came across this formula in the wonderful Penguin Book of Curious and Interesting Numbers, by David Wells: I decided to play around with this product a bit. (Go ahead and play with your Apple products. I felt like there should be an easier way to write this expression, exploiting the repetition of factors, so I gave it a shot, and created this: Then my brain exploded and the universe dissolved around me, because I had just punched logic in the face, and it had punched me back. The left side of that equation is π/2. What happens when you multiply two numbers smaller than 1? Taking Back The F-Word | Solve My Maths. My pet peeve these days is that everyone assumes that when describing lessons, the word “fun” implies a crappy lesson lacking depth that involves running around, searching for things, spinning endlessly on the spot or solving a murder mystery.
It shouldn’t! It never did before those silly ideas! I’m taking back the F-Word. My lessons are fun. At least to me! Here’s an example of how I consider questions on area being ‘fun’ : Find the Area : Fun Factor… 1/10 Depth of Understanding : 1/10 I’d probably ask a couple of these to start off with. These questions essentially ask : Can you mindlessly apply a formula to a question that only provides the numbers you need to put into the formula? Find the Area 2 – Picking out the right information Fun Factor : 2 / 10 Depth of Understanding : 3/10 This is more fun. At least this example will show me if students genuinely know what the height / length / base / whatever actually is. Fun Factor :6 / 10 Depth of Understanding : 5 / 10 Fun Factor : 5 / 10.
The myth of progress | David Didau: The Learning Spy. We all want progress, but if you’re on the wrong road, progress means doing an about-turn and walking back to the right road; in that case, the man who turns back soonest is the most progressive.C. S. Lewis We tend to believe that things are getting better, that mankind is on a journey to some perfect state in which irrationality will be banished. This belief shapes and distorts our thinking. Darwin’s evolutionary theory of natural selection is often interpreted as meaning that random biological mutations, which are then inherited and selected as being most fit for the context in which a species finds itself, are working towards some ultimate goal.
They aren’t. Karl Popper, thought something similar was happening in the realm of ideas. But even a cursory glance at the history of ideas demonstrates that if this is true, it’s a maddeningly slow process. Our implicit belief in progress hoodwinks us into accepting that results should always be improving and things can only get better. Plenary Prefects | Class Teaching. Twitter really is a marvellous place. On Monday I was watching a YouTube video of Alistair Smith (@alatalite), presenting a key note speech at the Teaching Learning & Assessment Conference 2013, Berkhamsted School, after having seen it on a tweet. During the presentation, Alistair was referring to a number of case studies form his ‘High Performers’ book, including the work of Ceddy De La Croix, Deputy Headteacher at The Sandringham School, St Albans (@croix2000).
This grabbed my attention, as Ceddy is somebody that I know. He has developed the idea of ‘Plenary Prefects’ at his school – students leading the plenaries during lessons. This seemed like an interesting approach. I contacted Ceddy, to tell him about his work being referenced by Alistair, but also to find out more about the idea of plenary prefects. Here is an extract from the article that explains how the project worked: The full article can be downloaded here PLENARY PREFECT TL Update Article Jan 08 What I did Like this:
How much Maths, Science Homework is too much? | UKEdChat - Supporting the Education Community. When it comes to adolescents with maths and science homework, more isn’t necessarily better — an hour a day is optimal — but doing it alone and regularly produces the biggest knowledge gain, according to research published by the American Psychological Association. Image via r. nial bradshaw Researchers from the University of Oviedo in Spain looked at the performance of 7,725 public, state-subsidized and private school students in the principality of Asturias in northern Spain. The students had a mean age of 13.78. Girls made up 47.2 percent of the sample.
The article was published in APA’s Journal of Educational Psychology. The students were given questionnaires asking how often they did homework and how much time they spent on various subjects. The researchers found that the students spent on average between one and two hours a day doing homework in all subjects. “The conclusion is that when it comes to homework, how is more important than how much,” said Suarez-Alvarez.
A Math Teacher’s Guide to Explaining Technology to Your Parents | Math with Bad Drawings. This is my second century. I was 13 when it began—young enough to be almost fluent, but old enough that my technological skills retain a quaint 20th-century accent. (For example, I still use email.) My parents’ generation, on the other hand, didn’t encounter the 21st century until they were full-grown adults. They’d settled into their habits when this digital tide began rising around them: Facebook, Twitter, viral videos, actual computer viruses, Android, Snapchat, gifs, Reddit… And so was born that tragicomedy of 21st-century life: young people trying to explain technology to their parents.
It’s frustrating both for the kids (“Why are you so incompetent?!”) And for the parents (“Why do I need this stupid device anyway?!”). “This is so easy. Oh, that’s right! I have plenty of experience in conveying technical details to people who are skeptical of their value. After several lessons, my grandmother still couldn’t use her new flatscreen TV. I pressed on. Eventually I realized the problem. » Pokemon maths challenges. Here is a quick share of an A-Level revision idea that a colleague () and I developed last year. It is similar to the flipped revision idea I shared last week but has a specific theme. Pokemon. Just to be clear, I had no idea when it came to Pokemon, but have been told that they are pocket monsters that humans (trainers) train to fight each other.
The idea is in order for the trainers to progress, they need to become eligible of fighting one of the more powerful trainers known as ‘gym leaders’. If they defeat 8 gym leaders, they receive a badge as a reward. This idea came from an ex-student who was a bit of a Pokemon fanatic and proved to be popular amongst our 6th form students. Students really enjoyed working in this way and some got a little obsessed over collecting the badges. Around 50 challenges have been created so far for Core 3, Core 4, FP1, FP4, S1, M1, M2, M3, D2. Click here for a sample of a challenge. Like this: Like Loading...
Why teaching A-level is the best preparation for teaching A-level | The Chalkface blog. I thought I understood A-level Maths until I started teaching it. As @magicalmaths tweeted the other day, we learn some of what we see or read and rather more of what we discuss or experience for ourselves, but none of it compares to how well we learn by teaching others. If you’re looking for the ideal training course to equip you to teach A-level Maths, you need to go back to the A-level Maths classroom, but this time stand at the front. I was very proud of my own A-level results, but have become increasingly convinced that there is a yawning gulf between being able to get the best grade at A-level and being able to teach others to do so.
It’s now more than 5 years since I started teaching and the main difference between me now and NQT me (other than his gloriously unkempt facial hair and his lack of a wife (correlation/causation?)) Is the fact that now I’m starting to realise just how much I don’t know. 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 4. 5. 6. 7. 8.
Like this: Four Ideas for Using AfL by @_theteachr | UKEdChat - Supporting the Education Community. Here are four ideas for using formative assessment in your lessons. Before I get into it, none of these ideas are rocket science. None of them will necessarily amaze you (which is a good thing, I think) because as Dylan William himself says, it’s not about generating ideas or even sharing good practice. It’s about having the time to try and implement ideas. Using a little and often approach, as with most things, is best for making or changing habits. This is a re-blog post originally posted by Keith Sure and published with kind permission. The original post can be found here. Do you have a blog post which you are proud of? So the idea behind sharing these ideas is to give you something that takes little planning (for three ideas anyway), maintains the essence of AfL and, with any luck, has an impact on your students’ learning.
Now that has often been translated to ‘always writing the learning objectives on the board for every lesson’. 1. I love mini white boards. 2. Or 3. Or 4. I can… EBL.pdf. Always “Why?” | Solve My Maths. America Will Run Out Of Good Questions By 2050 | Math with Bad Drawings. What if you marked every book, every lesson? | Pragmatic Education. - Expectations 1 - JustMaths. Two stars and a bloody wish! | David Didau: The Learning Spy.