Slow motion problems: a teaching method I have learnt this year

Filling the pail


In my maths department, all teachers use the same detailed lesson plan and resources. Each plan contains examples and problems, as well as worked solutions to these examples and problems. The solutions are necessary because maths teachers often use surprisingly diverse approaches.

We meet as a cohort team once we have some assessment data. We then trawl through it, looking for anomalies. If groups are evenly matched, we might look for questions where one class seemed to do much better than the others. In cohorts that are ability grouped, we might look for questions where a less advanced group outperformed a more advanced group.

We then ask the teacher whose group performed well to try to account for this difference. Even with a detailed plan, there will always been slight differences in how a teacher interprets something or improvises in response to a student’s question, for instance. Given that we…

View original post 511 more words

Advertisements

About teachingbattleground

I teach
This entry was posted in Uncategorized. Bookmark the permalink.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s