# Mrs Saunders, you are teaching us, not telling us.

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Mrs Saunders, you are teaching us, not telling us

Pedagogies to improve learning Students need to trust their teacher to know them as people, know how to teach, and know what to teach As the teacher, I am the authority in the room, and from Day 1 I behave consistently, and differently

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

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

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... Were all allowed to make mistakes

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

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

My favourite questions What do you notice? What is the same and what is different?

Geometry is visual What can you see?

Work out what you can and see where it takes you I use this for geometry and trigonometry in particular

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.

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) Children's Understanding of Mathematics 11-16

Wiesje Geldofs Bridge (Sigma Publications) Find the area of my garden: 42 m 2 4 m 6 m 5 m7 m Vegies Flowers Lawn Shrubs 30 m 2 28 m 2 20 m 2

Total area of my garden Total area = 10 x 12 = 120 m 2 = 20 + 28 + 30 + 42 m 2 = 120 m 2 I articulate my mental strategies every time I use them

Total area = (x + 3)(x + 5) = x 2 + 5x + 3x + 15 = x 2 + 8x + 15 8x X3X3 X 5 3x 5x 15 x2x2

Find possible lengths and widths for my garden 30 m 2 15 m 2 12 m 2 24 m 2

Wiesje Geldofs Bridge (Sigma Publications) Find the area of my garden: 42 m 2 4 m 6 m 5 m7 m Vegies Flowers Lawn Shrubs 30 m 2 28 m 2 20 m 2

Factorising X 2 + 4x - 12 X?X? X?X? -12 x2x2 4x

Talk to the person next to you Plus of using garden squares?

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

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

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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