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Agility- The teaching toolkit

Agility- The teaching toolkit

Until I Know Better | my (mathematical) back pages How would you lead teaching and learning? #360Review (Part 2 of 6) Here, I offer my reflections on my own school leadership. In this post: How would you lead teaching and learning? I pose a series of questions for the reader and offer my very own #360Review. You are reading part 2 of a 6-part series of leadership articles on: ‘How would you lead teaching and learning?’ #360Review The context for this post is here in Part 1. How would you lead teaching and learning? Considering everything you have learnt; experienced; witnessed; read; mistaken. This leadership reflection has been taken from the Leadership Standards and falls under two distinct categories and into six key areas. The categories are Knowledge and Professional Qualities.The key areas are Shaping the future; Leading learning and teaching; Developing self and working with others; Managing the organisation; Securing accountability; Strengthening the community. Leading Learning and Teaching (Knowledge): Do you know What and How to lead teaching and learning? Self-review of Knowledge: Don’t be a parrot!

What's New - Graphs and Transforations Love Teaching, Love Learning | Reflections and resources for all to share… Modelling & Questioning The 15 Minute Forum was led tonight by English teacher and Literacy Leader, Lucy Darling. Lucy started the session by saying that when she was using modelling in her lessons, she also considered the key questions that she would need to use, in order to get to the best outcome. Clearly this can only be done to a certain degree, as often the most effective questions are in response to student responses. However, the key areas where questioning will be used can be planned. Lucy then went on to walk us through a Product Design lesson she helped a colleague to plan, with modelling and questioning in mind. Anchor them in Use the ‘Probing the continuum’ approach from Andy Tharby to get students thinking about the key issues, relating to the 8 mark question students will eventually answer. Students write their names on a post-it and stick it on the continuum, in line with their opinion on the issue. Unpick the terminology ConciseIllustrateMass Production Reminder about the big picture Plan it

Educating MrMattock: Multiplicative counting - the different types In preparing for teaching the new GCSE, one of the new topics is the explicit use of multiplicative counting. While preparing problems I came to a realisation that there are 3 different types of counting here (at least before we get into the whole permutations and combinations area), and I thought I would take this opportunity to share my insight. 1) Powers for counting Students and teachers of A-Level stats modules will likely be intimately familiar with this idea through the binomial theorem. 2) Multiplying for counting This one is probably the most familiar to GCSE teachers, as it is a reasonably well used stretch for pupils on systematic listing. 3) Factorial counting. This is perhaps the one that will be least familiar, although still familiar to the A-Level aficionados amongst us; this occurs when an outcome is removed once used and the process repeated until no outcomes are left. Anne, Barry, Colin and Damien book 4 seats next to each other in the cinema as shown.

Stretch and Learn #5MinPlan series As teachers, I cannot imagine you’ll disagree with me when I say that we are all pushed for time. The demands placed on educators in any type of classroom, plus the expectation for planning to meet the needs of all students; or the expectations placed upon teachers from systems and management, can create unnecessary bureaucracy. The original 5 Minute Lesson Plan was designed to reduce planning time. *Updated August 2015: Welcome to The 5 Minute Series. Licence: @TeacherToolkit Ltd. by Ross Morrison McGill is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. The 5-Minute concept philosophy, has evolved into the variations that you can find now find below. The 5 Minute Plan Series: The Series: Click to enlarge. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. FAQs: Below are some of the Frequently Asked Questions I’ve received since 2008. Do Ofsted accept its use? Yes! No!

Global Math Challenge: an online contest for math lovers worldwide. Solve My Maths National curriculum in England: geography programmes of study Purpose of study A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Aims The national curriculum for geography aims to ensure that all pupils: Attainment targets By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Schools are not required by law to teach the example content in [square brackets]. Subject content Key stage 1 Locational knowledge

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