Showing 3 posts.

DoIt-TwistIt-SolveIt**: Teaching for Mastery

Postedon January 28th, 2019

The 'Do It > Twist It > Solve It' or 'Do It > Secure It > Deepen It' lesson design structure created by Steve Lomax (@MaxTheMaths) supports a teaching for 'mastery' - teaching for 'secure and deep understanding' - approach. It has been used in hundreds of schools since 2014 and the lesson design was inspired by a mathematics visit to Shanghai and working with schools in the UK, in particular the outstanding Headteachers Karen Horne (Mansfied Green Academy) and Anthony Mitchell (Glenfall Primary School). It embraces the core principles of Variation Theory by supporting teachers to design examples and exercises to secure and deepen pupils' understanding of mathematical ideas by highlighting essential features of a concept through the use of:

- 'What it is' (standard)

- 'What it is also' (non-standard)

- 'What it is not' (non-examples)

- 'Apply understanding to solve familiar and unfamiliar problems' 

The use of labels 'Do It, Twist It, Solve it' /  'Do It, Secure It, Deepen it' ... Do It, Bop It, Zap it, Kick It, Whack It (now that's just being silly) is pointless without respecting the pedagogcial principles behind them. Some schools have decided to change the labels - which is fine as long as the principles are valued and not changed - otherwise the lesson design will not have the desired impact on pupils' learning and outcomes ...

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KS2 SATs: There isn't time to do it all!!!!

Postedon January 26th, 2019

“I’ve just realised that the Medium Term Plan I’m following means I won’t have taught all the year 6 curriculum before the SATs.”

As the year rushes on, the date for KS2 SATs gets ever closer. Coverage is always an issue and it is tricky to prioritise the time to be spent teaching the new learning in the year 6 curriculum. Some teachers keep the focus very much on number, at the expense of other national curriculum strands – such as Geometry, Measures and Statistics – whereas other teachers try to rush through everything so it has all been ‘covered’. The other NC aims  – Reasoning and Solving problems – can slip through the net completely.

Over 50% of the KS2 SATs content is based on the Year 3/4/5 Programmes of Study so addressing this as well as trying to finish the Year 6 content becomes an even bigger headache.

 

 

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Challenge as an element of Mathematics Lessons

Postedon October 1st, 2018

In the mathematics classroom challenge has four elements.  Two of these reflect the mindsets of teachers, parents and children with regard to learning mathematics and two reflect the pedagogical challenges.

In the mathematics classroom challenge has four elements.  Two of these reflect the mindsets of teachers, parents and children with regard to learning mathematics and two reflect the pedagogical challenges.

1)    The challenge that every teacher believes all children are capable of learning mathematics

2)    The challenge that all children have positive learning (academic) mindsets when thinking about mathematics.

3)    The planning and design of questions required to challenge conceptual understanding 

The planning and design of questions required to challenge mathematical thinking.

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