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

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Presentation on theme: "Mrs Saunders, you are teaching us, not telling us."— Presentation transcript:

1 Mrs Saunders, you are teaching us, not telling us

2 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

3 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

4 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

5 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

6 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

7 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

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

9 Geometry is visual What can you see?

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

11 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.

12 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 (1981) Children's Understanding of Mathematics 11-16

13 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

14 Total area of my garden Total area = 10 x 12 = 120 m 2 = m 2 = 120 m 2 I articulate my mental strategies every time I use them

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

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

17 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

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

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

20 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

21 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

22 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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