Every year I observe lots of lessons and learn something from each one. I take ideas away that improve my teaching and I also share many of these ideas with others through this blog. The 24/25 blog is written by a collection of colleagues and is once again packed full of great practice.
If you ever see something in the blog and want to know more/talk to that teacher, then do ask!
A TWEAK TO TRY THIS TERM
In this Maths lesson, Judith used a really effective strategy to check for a common misconception. When feeding back the answers for Q3 of the starter, instead of just giving the correct answer, she presented three possible answers and asked students to choose which one was correct. It was a quick and simple way to check whether they could confidently distinguish between rounding to 3 decimal places and 3 significant figures – something students often confuse. All students got it right, which meant there was no need to go over it in detail. It saved time while still giving her a clear picture of their understanding. A great example of using a quick check not just to assess knowledge but to prevent unnecessary explanation – and to keep the lesson moving at the right pace.
A GREAT STRATEGY
Rob tried a creative, physical learning activity with this able, boy-heavy Y9 Maths class. Mindful that the majority of the class have an aversion to sitting still for too long, Rob decided to make the best use of his classroom space by getting everyone out of their seats to physically move around in the middle part of the lesson. The class became a data population, split into 3 groups, each directed to a different large whiteboard to individually add their personal data – play an instrument / have blue eyes – as a tally. The data collection stations displayed 3 different types of data representations (Frequency tree, Venn diagram & Two-way table). The groups rotated until everyone had visited all 3 boards. This was an engaging activity. Students participated sensibly, supporting each other with any uncertainty, enabling live, peer-supported learning. Rob was then able to cross-reference to identify one entry error on one board, and then reflect with the class on the merits of each style of representation. The learning was made memorable, while students got to be active and support one another. Great work optimising the environment.
A TWEAK TO TRY THIS TERM
Ben delivered a clear and purposeful recap of prior learning, using precise mathematical vocabulary to deepen students’ understanding. His modelling of the first example was highly effective, demonstrating how to underline key words, extract important information, and complete a Venn diagram to answer exam-style questions confidently, while also using adaptive teaching to respond to students’ needs and clarify misunderstandings.
A GREAT STRATEGY
In Janet’s excellent Y9 maths lesson she used a variety of AfL strategies to precisely identify reasons for errors & misconceptions. Through her warm and supportive manner and deft use of questioning, she has clearly created a no opt out culture amongst the students. Her clear use of whiteboards and routine of students ‘hovering’ the boards before a whole class check means she knows what the class are thinking. This then lead onto brilliant, directed questions asking students to explain their thinking. Janet’s use of scaffolding was evident too. Using the model ‘I do, we do, you do’ breaks down the skills and concepts and scaffolds the learning into chunks. This adaptive teaching strategy clearly enabled all students to engage with the learning and make progress.