@mathsjem I think I read in your blogs or maybe just something you posted earlier in the year about questions you ask your department at the end of the year, I thought I’d saved it but nope! Was this you? And if so please can you reshare?
@SimonDCox Each teacher has one on desk next to laptop. Easy to move around with laptop, we have similar situation with teaching in diff rooms. Teachers put a mini-whiteboard underneath (or student work). Great for modelling and responsive teaching where extra questions/modelling is needed
In an attempt to combat this age old misconception I have created this to display in all classrooms in our department, the subtle reinforcement that we are shifting a multiplication table. We are also now saying the ‘3n’ times table. Thoughts/feedback? Any other ideas?
@Dempseymaths@Jay84uk@hartmaths I also screen shot and make examples of questions that have taken 4 seconds when it would take 20 secs to read the question and do it as a speed round in lesson to call out (without identifying) the students doing this, it won’t stop the die hard cheaters but deters some
@Jay84uk@Dempseymaths@hartmaths Same thing, we have a letter that we send to parents when their homework is taking less than 15 mins which signposts them to the apps that they’re using to cheat and asks for their support in making sure homework has the learning gains 1/2
@Mathemategol@reflectivemaths We use WRM sequencing and teaching slides to model, but we supplement with I do/you do from elsewhere & tasks with variation and intelligent practice. We tend to use their exemplar questions but then assess understanding with diagnostic questions. I can share an example?
I made this as a little revision challenge for my year 11s, based on my love of only connect…create 4 groups of 4, what’s the connections? Answer can follow
@HMahmoodMaths@mathsjem@Just_Maths@draustinmaths …the opportunity to succeed, despite it being on a seen paper that they have learnt worked wonders for their confidence, for the first time they started to feel success and changed their mindset.We did this fortnightly from September in year 11 however. Nobody in the class got U
@HMahmoodMaths@mathsjem@Just_Maths@draustinmaths I had a similar situation last summer - it’s late in the day now but start giving them the first third of a paper, go through it in lesson, let them take it away and learn it and then give them the same first third in a later lesson …
Had a great trip out with 40 year 9s today to see @robeastaway and @SparksMaths at Maths Inspiration. The student’s feedback was very positive, I think this will become a regular fixture in the maths calendar!
I have used this resource a few times, it’s been really useful for ‘checking for misunderstandings’ as discussed by @colinfoster77 (see earlier tweet), i display this selection of expressions at various points in the unit and ask students to identify an expression which …
- is a single bracket factorisation
(this identifies misunderstandings with difference of 2 squares) or - a double bracket factorising (this identifies misconceptions with 3 term expressions) and lots of other useful discussion questions which identify misunderstandings