“Sir… before, I never used to understand area, but now I do.”
Year 10 boy
Simplicity is king. The above phrase was uttered after I found a way to reduce something deceptively complex, into something very simple. At the end of my last post I suggested that the complexity of what we wish to teach, in any subject, must compel us to seek out the simplest possible explanation. Not long ago I reduced the sprawling and insidious complexity of area to a single thought; here’s how.
In October we taught a unit on area. I felt I spent the first week doing it very badly, and even by the end of the unit, wasn’t overly happy about it. Looking back over some of the end of unit results for my Year 8 top set I realised it went better than I thought, with a solid level 10a (if I haven’t…
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