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Going beyond the Quick Fix

Going beyond the Quick Fix. School Context 11-18 Catholic School in Gateshead LA Average Comprehensive intake 5+ A*- C with En/Ma = 75% Traditional values Innovative curriculum and T&L. 80% Maths at C and rising…. Good at quick fix solutions: Early entry Multiple entries

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Going beyond the Quick Fix

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  1. Going beyond the Quick Fix • School Context • 11-18 Catholic School in Gateshead LA • Average Comprehensive intake • 5+ A*- C with En/Ma = 75% • Traditional values • Innovative curriculum and T&L

  2. 80% Maths at C and rising… • Good at quick fix solutions: • Early entry • Multiple entries • Using data, targeting students • Also want longer term strategies…

  3. Our students • Great behaviour and work ethic • Great attendance and participation • High achievers • But…

  4. Biddable • Over reliance on teachers • Give up quickly • Struggle with demands of A levels

  5. What we wanted • Self-efficacy • belief in one's own ability to perform a task • the feeling of self worth and competence to intrinsically self motivate

  6. Autonomous learners Know what to do when they are stuck Have tools and strategies and know when to use them

  7. Curriculum Changes • Reduced KS3 to 2 years • Moved to a linear exam – studied across years 9 and 10 • Year 11 students follow appropriate course • Improved A level results

  8. What we are doing… • Moved to 100 minute lessons • Changed the emphasis on the way we deliver Mathematics. Students to explain the process rather than demonstrate correct answer • Need to work with others • Build towards longer more open tasks

  9. You don’t need to totally change what you’re doing • Simply, refocus existing lessons on exploring and explaining the maths

  10. The importance of social interaction • Use cooperative learning structures • Choose groups wisely, moving students frequently • Numbering groups helps to ensure full participation

  11. Simultaneous RoundTable • Teacher assigns task • Everyone writes! • Everyone passes! • Continue: Pass-N-Add

  12. Percentage Clouds 500 = 100% Hourglass Timer:2 mins

  13. Numbered Heads together • Students number off • Teacher asks question • Students think/answer on own • Teams stand for heads together • Teams sit down to signal agreement • Teacher calls number at random • That number answers the question

  14. 4x – 7 = 5

  15. A square has sides of length 32cms. Find the length of one of its diagonals.

  16. Mix-N-Match • Students mix and pair • Partners quiz each other • Partners trade cards • Students quiz new partner • Teacher calls ‘Freeze’ • Students ‘Match’

  17. Mix – N – Match • Combine with Quiz, Quiz, Trade on more difficult questions? 2x(4x+2) 4x(2x+1) Music

  18. Mix – N – Match 2n+6 Multiply n by two, then add 6 Music

  19. Mix – N – Match nn n 6 2 Music

  20. Starters, Plenaries, Brain Breaks Mix – N - Match Expanding brackets Equivalent fractions, decimals and percentages Graphs and equations Factors and multiples

  21. Find the Fiction • Students write statements: two true, one false • One teammate stands and reads their statements out loud • Teammates each write best guess, reach consensus and announce guess • Standing student reveals answer • If correct: Students clap teammate. If incorrect: teammates clap student • Next teammate shares

  22. In a Parallelogram • All of the angles are equal • The diagonals bisect each other • Both pairs of opposite sides are equal • In a Kite • The diagonals are perpendicular to each other • The diagonals bisect each other • A kite has 1 lines of symmetry • In a Rectangle • Opposite sides are the same length • Both pairs of opposite sides are parallel • The diagonals are perpendicular to each other • In a Rhombus • Both pairs of opposite angles are equal • Has 1 line of symmetry • Diagonals bisect each other

  23. Match Mine • Sender arranges pieces • Sender describes, receiver matches • Partners check for errors • Partners switch roles

  24. Timed Pair Share • Teacher announces topic and time • Think Time • A shares; B listens • B responds and praises • B shares; A listens • A responds and praises

  25. What could this graph be showing?

  26. Give one, Get one • Hand up, pair up • Pupils give one bit of information and get another one • Hand up, pair up with another student • Finished pupils become ‘experts’ for others to call on

  27. Radius, Diameter and Circumference

  28. When students are answering examination questions the following template can lead to meaningful discussions.

  29. Use of feedback • When marking homework use percentages and an understanding grade. • We build time in lessons for the students to review the feedback and act upon it.

  30. Contacts for Cooperative Learning Training • If you are interested in developing CL in your school, you will need the expertise of an accredited trainer. • We have used Gavin Clowes at, • T2TUK.Team@t2tuk.co.uk • Or you can look on the Kagan website • www.kaganonline.com

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