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The World Is Maths

To talk or not to talk? That is the question.

People have been talking about silence and dialogue lately.

Is silence golden?

Do talking and collaboration improve learning?

Does it matter whether or not pupils talk?

What type of talk is good talk?

This is probably one of those edu-topics that gets people all partisan, so I’m going to nail my colours to the mast and see what happens. Continue reading “To talk or not to talk? That is the question.”

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Guest Post for the Learning Scientists

I was very excited to have written a post for the Learning Scientists last month, whose work is fabulous in spreading the word about effective (and ineffective) strategies throughout the teaching community.

I wrote for them about how I created a mathematics scheme of work trying to embed effective learning strategies from the outset.

You can read the post on their blog.

Algebra: you use the letter ‘x’ more than you ever have done in your whole life!

I started my first algebra unit with Year 7 on Monday.  It’s the essentials of algebraic manipulation: adding, subtracting, multiplying and dividing terms, including those with indices, as well as expanding and factorising single brackets, all pretty standard beginnings in algebra.  In the past I think my first lesson on algebra would consist of a brief introduction then some simple collecting like terms.  From what I’ve seen, that’s generally what comes up first in most schemes of work.  This time, though, I’ve tried to be more deliberate and more pedantic over the details.  Really, really pedantic, because it’s insecurity with the small details that causes so many mistakes for the rest of our students’ experience.  I’m starting out by assuming they have done no algebra.  Many of them have done a little but I’m not prepared to risk that all their different primary experiences were the same, or solid.  (This is a not a criticism of primary teachers, more that I want to take sole responsibility for something so important). Continue reading “Algebra: you use the letter ‘x’ more than you ever have done in your whole life!”

Designing a Feedback (not Marking) Policy

I wrote in this post about how many examples of poor feedback and ridiculous marking I have come across in recent years, much of which is still going on now.  Examples of ridiculous and pointless marking include tick-and-flick, “dialogic” or “triple” marking, anything that makes more work for teachers than students, and anything that provides feedback far too long after the original work was completed (we all know how short our students’ memories are!)

I also mentioned how we are trying to find a better way in our maths department, and the exit ticket forms the basis of this.

After discussions with SLT I’ve designed a new Feedback Policy for the department (note, not a Marking Policy).  As with everything I do, it’s a work in progress and I want to get things right.  When thinking about feedback I have three overarching aims:

  1. Feedback must help students to improve.
  2. Feedback must be useful to teachers.
  3. The benefits must outweigh the costs.

I will come back to these at the end, but first here is the policy. Continue reading “Designing a Feedback (not Marking) Policy”

Truncation

Truncation is new to the National Curriculum and the GCSE and there aren’t many resources out there (textbooks or worksheets).

I found a decent presentation by Rory Mathews, with some handy quick-fire questions on it.  It comes with a worksheet, but there is only a handful of truncation questions on the worksheet before it goes into rounding, so I’ve made a very simple worksheet with practice questions on truncating and writing the error interval for a truncated number.

After spending time on the basics, we’ve done this really nice activity by Peter Mattock which pretty much finished off the topic (apart from all the times we’ll revisit to stop them forgetting, of course!)

That’s it.  An appropriately short post I hope.

Learning Objectives: a waste of time.

I was going to write soon about why I don’t “do” learning objectives any more, but Mr Pink has done it just fine.

All Ears

Recently, I posted the following tweet:


A few people have been asking the reasoning behind my scorn for learning styles, and I felt it prudent to outline my thinking here, in a blog. So here’s why I think learning objectives are ridiculous:

1. They’re Clunky

Learning is complicated. Really, really complicated. Take metaphor for example. A full and proper grasp on the complexities of metaphor takes years to achieve. It requires understanding-and retention- of a wide range of abstract concepts and domain knowledge. (Don’t believe me? LookHere).

The idea that learning can be reduced to a single lesson target perpetuates the myth that learning is something that can be visible within the arbitrary units of time we call lessons.

Take this learning objective for example:

To understand what a metaphor is.

That’s your aim is it? To have all students in the class ‘understand’ metaphor? Okay, so…

  • What…

View original post 746 more words

Please, no more rubbish about times tables!

The human adult spine has 33 vertebrae, the bones that support the rest of the body.  The lumbar vertebrae, in the lower back, bear the weight of the upper body and are very flexible.  If you have lower back problems, it’s often your lumbar vertebrae that are struggling under the weight they have to bear.

Multiplication is a lumbar vertebra in the spinal column of mathematics.  Multiplication supports the weight of, amongst other things: Continue reading “Please, no more rubbish about times tables!”

Adventures in Mastery 5: Making Connections

I taught my year 7 class today and had the most wonderful time.  I really love my year 7s, they’re so enthusiastic.  So far this year we’ve done place value, rounding, four operations (with natural numbers and decimals), powers, roots and primes, negative numbers, order of operations, fractions (including four operations) and are early into our unit on percentages.  Today it was common FDP conversions (quarters, eighths, fifths, thirds, ninths, etc).

We looked at 1/3 and 2/3, which led us to the fact that 0.999999….. = 3/3, which is, of course, 1.  I love teaching this fact, I tell them I’m about to blow their minds, and when I show them the initial reaction is always something like, “but it can’t be 1, it’s less than 1″.   Continue reading “Adventures in Mastery 5: Making Connections”

A Plea to Heads of Maths and Senior Leaders (On Feedback & Marking)

A colleague of mine was leading our TSST (Teacher Subject Specialism Training – for non-specialists who find themselves teaching maths) course this afternoon and was brave enough to mention feedback.  We were chatting at the end of the day and he couldn’t believe the stories he’d just heard.  Mentioning marking and feedback in a room full of teachers from different schools is something I’ve learnt to avoid now, it’s one of the most agonising discussions I encounter.

Let’s make this clear from the start: the evidence of the efficacy of marking is scant (EEF).  Marking is not the same as feedback (Toby French) and the time it takes a teacher to mark a set of books is, most often, disproportionate to the effect that marking actually has on students’ progress (Michael Tidd).  Ofsted does not demand a particular type or frequency of marking (Alex Quigley), so no-one can say they are implementing an insane marking policy thanks to the inspectorate.

Here are some of the worst atrocities my colleague and I have heard: Continue reading “A Plea to Heads of Maths and Senior Leaders (On Feedback & Marking)”

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