Teaching for Mastery Secondary Network Meeting, Woking Key
Teaching for Mastery Secondary Network Meeting, Woking Key elements of Teaching for Mastery
Curriculum content and teaching sequences Lesson design Differentiation and expectations (#YesUCan) Intervention (incl role of TAs) Classroom design Teacher Research Groups A Linear Mastery Curriculum Developing deep mathematical knowledge Developing factual, procedural and conceptual fluency
Factual: I know that Procedural: I know how Conceptual: I know why Longer time on key topics A Linear Mastery Curriculum Kangaroo Maths: intermediate step? http://www.kangaroomaths.com/kenny2.php?page=Kschemeks3 White Rose Maths Hub?
http://www.trinitytsa.co.uk/maths-hub/ In Primary Schools New National curriculum Fluency Mathematical Reasoning Problem Solving Emphasis on Conceptual understanding Variation not Variety Lesson Design: Variation
In designing [these] exercises, the teacher is advised to avoid mechanical repetition and to create an appropriate path for practising the thinking process with increasing creativity. Gu, 1991 Avoid students learning procedurestest their conceptual understanding Intelligent Practice & Reasoning Strings y = 3x + 1
y = 3x + 4 y = 3x - 7 y = 3x - 2 y = 3x y = 2x + 3 y = 2x + 1 y = 3x + 1 y = 4x + 1 y =x + 1 y=x+1
y=1 y = 2x + 5 y = 3x + 6 y = -2x + 3 y=x y = x - 4 4x 5 = y Differentiation by Depth Dont differentiate by acceleration
Differentiate by depth Encourage students to demonstrate understanding through reasoning (with correct language) not just following procedures Whole Class teaching Arithmagons Number Pyramids
Magic Squares Find the missing number H T U T U 7 2
2 + 3 5 Alphametics T U +
A B A B B C + 5 1
3 5 Application questions to link context: Find the perimeter of this shape: 12 3 26 8
352 Show this pattern goes up by the same amount each time. Then find the next number in the pattern: 325, 462, 599, Whole Class teaching Refine lesson objectives Provide opportunity to demonstrate understanding
Remember variation not variety Challenge is finding suitable resources Solid foundations? Students are unlikely to have solid skills and concepts from previous school years. Gaps are still evident in KS1, so it follows that gaps will continue in KS3 for some time. Thorough and well delivered intervention can help tackle this.
Intervention Pre-teach? Glossary? Immediate Intervention Regular practice daily homework?
Exit/Entrance questions Classroom Design Mixed ability classes? Banding? Forward facing desks Teacher Research Groups
Lesson Observations Joint lesson planning Creating resources Discussion of pedagogy not teaching style Questioning Key elements of Teaching for Mastery
Curriculum content and teaching sequences Lesson design Differentiation and expectations (#YesUCan) Intervention (incl role of TAs) Classroom design
Teacher Research Groups Further reading https://www.ncetm.org.uk/resources/47309
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