1 / 23

Mrs Saunders, you are teaching us, not telling us

Mrs Saunders, you are teaching us, not telling us. Pedagogies to improve learning. Students need to trust their teacher to know them as people , know how to teach, and know what to teach

tovi
Download Presentation

Mrs Saunders, you are teaching us, not telling us

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

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 . . . • We’re 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 tofind 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 11-16 (1981)

  13. Wiesje Geldof’s Bridge (Sigma Publications) Find the area of my garden: 5 m 7 m Vegies Shrubs 4 m 20 m2 28 m2 Lawn Flowers 6 m 30 m2 42 m2

  14. Total area of my garden • Total area = 10 x 12 = 120 m2 = 20 + 28 + 30 + 42 m2 = 120 m2 I articulate my mental strategies every time I use them

  15. 8x Total area = (x + 3)(x + 5) = x2 + 5x + 3x + 15 = x2 + 8x + 15 X 5 x2 5x X 3 3x 15

  16. Find possible lengths and widths for my garden 15 m2 12 m2 24 m2 30 m2

  17. Wiesje Geldof’s Bridge (Sigma Publications) Find the area of my garden: 5 m 7 m Vegies Shrubs 4 m 20 m2 28 m2 Lawn Flowers 6 m 30 m2 42 m2

  18. Factorising X2 + 4x - 12 4x X ? x2 X ? -12

  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?

More Related