Author Archives: Kris Boulton

About Kris Boulton

Teach First 2011 maths teacher, focussed on curriculum design.

Why we need to get rid of lesson objectives

Originally posted on …to the real.:
The problem of Juxtaposition Prompting In sum: 1) The problem of Juxtaposition Prompting is endemic in our classrooms. It prevents generalisation and transfer, and therefore what we consider ‘deep understanding’ or ‘deep thinking.’ 2)…

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MECE – 7 – Mental Models for Education

Originally posted on …to the real.:
Pronounced ‘Mee-See,’ this is another fave from the world of consulting. When mapping out a curriculum, assessment, taxonomy, decision or driver tree, consider whether its components as you’ve outlined them are Mutually Exclusive, as well as Collectively…

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When is a mathematical process not a process? This changes everything.

Originally posted on …to the real.:
When it’s a concept*. The best example I have so far to explain this distinction, and its importance, is expanding single brackets compared with double brackets. Transformations The type of concept at work here,…

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When did we start to see children as needy?

Originally posted on …to the real.:
On Wednesday I wrote this. In it I wondered when and how we ended up steeped in a rhetoric of need: ‘Children are needy, and all their needs must be met.’ People rattle off…

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Should we meet the needs of all kids?

Originally posted on …to the real.:
I read something recently: …having their needs met. The line related to the engagement of pupils in an activity that their school had paid for, in order to help them.  The assumption was that some pupils…

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Want to be part of the MathsTwitterBlogosphere?

Originally posted on …to the real.:
At Mathsconf4 yesterday I went to a talk given by Craig Jeavons, in which he reminded me of many of the great resources American teachers are churning out. During the talk, Craig mentioned the…

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Knowledge Frameworks – What other foundational frameworks might there be?

Originally posted on …to the real.:
In the last post I introduced what is essentially my own understanding of what I’m calling ‘frameworks’ of foundational knowledge.  They may well be the same thing as schema from cognitive psychology; I’m only avoiding…

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