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Craig Barton's online courses/#14 The Do Now
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  • £99

#14 The Do Now

  • Course
  • 52 Lessons

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What is this course about?

How we start our lessons sets the tone for what follows. In this workshop, we dive deep into the Do Now phase of a lesson, thinknig hard about the structure, content, difficulty, and how we can ensure we get an accurate sense of our students’ levels of effort and understanding.

Contents

Prioritisation exercise

Set up
  • 1 min
  • 8.88 MB
Prioritisation template to print
  • 40.7 KB
How to use the grid
  • 5 mins
  • 107 MB

Introduction

1. Diagnosis
  • 2 mins
  • 14.6 MB
2. Evidence
  • 5 mins
  • 377 MB
3. Where it fits in
  • 2 mins
  • 39.4 MB
4. Overview of the workshop
  • 1 min
  • 9.47 MB

Part 1: Purpose of the Do Now

1. Decide on the purpose of your Do Now
  • 4 mins
  • 89.7 MB
2. Don't include questions to assess prerequisite knowledge in the Do Now
  • 4 mins
  • 138 MB
3. Make the purpose of your Do Now to provide a spaced retrieval opportunity
  • 3 mins
  • 63.6 MB
4. Ensure your students are aware of the purpose of the Do Now
  • 2 mins
  • 34.4 MB
Review
  • 1 min
  • 11.6 MB

Part 2: Structure of the Do Now

1. Have a set structure for your Do Now
  • 3 mins
  • 54.5 MB
2. Have a departmental structure for your Do Now
  • 2 mins
  • 92.2 MB
3. Make your Do Nows four questions long
  • 3 mins
  • 188 MB
4. Don't have the title and date on the board
  • 1 min
  • 36.4 MB
5. Consider printing out the Do Now
  • 2 mins
  • 96 MB
Review
  • 1 min
  • 4.87 MB

Part 3: Difficulty of the Do Now

1. Make the first question of the Do Now an easy one
  • 3 mins
  • 159 MB
2. Make sure the first question of the Do Now does not require any special equipment
  • 2 mins
  • 78.9 MB
3. Pitch the difficulty so students, on average, score 3 out of 4
  • 3 mins
  • 165 MB
4. Don’t ask questions with multiple correct answers
  • 2 mins
  • 135 MB
5. Design Do Nows to last the same amount of time
  • 2 mins
  • 45.4 MB
Review
  • 1 min
  • 6.96 MB

Part 4: Content of spaced retrieval Do Nows

1. Make each question from a different topic, and vary these topics every lesson
  • 3 mins
  • 201 MB
2. If the content of your Do Nows repeats over a week, adapt them accordingly
  • 3 mins
  • 263 MB
3. Track the content of your Do Nows
  • 4 mins
  • 147 MB
4. Schedule the content of your Do Nows
  • 2 mins
  • 14.3 MB
5. Consider avoiding certain topics in your Do Now
  • 3 mins
  • 41.1 MB
Review
  • 1 min
  • 6.22 MB

Part 5: When students are working on the Do Now

1. Consider using a visible timer
  • 2 mins
  • 59.3 MB
2. Circulate, register, circulate
  • 3 mins
  • 276 MB
3. Tell students not to copy the question
  • 2 mins
  • 140 MB
4. Decide what you want students to do when they are stuck
  • 2 mins
  • 30.8 MB
5. Consider providing avoidable hints and cues
  • 2 mins
  • 116 MB
Review
  • 1 min
  • 7.54 MB

Part 6: Checking for understanding in the Do Now

1. Use Book to Board One question at a time
  • 2 mins
  • 164 MB
2. If the Do Now is all on mini-whiteboards, then working on one side, answer on the other
  • 2 mins
  • 134 MB
3. Encourage latecomers to join in during the check for understanding
  • 2 mins
  • 156 MB
4. If behaviour or focus is an issue, consider showing one question at a time
  • 2 mins
  • 22.6 MB
Review
  • 1 min
  • 5.62 MB

Part 7: Responsive teaching in the Do Now

1. Have each original question ready on separate slides
  • 2 mins
  • 25.7 MB
2. If 80%+ of students have the correct answer, confirm and move on
  • 2 mins
  • 38.9 MB
3. If <80% of students have the correct answer, model and recheck for understanding
  • 2 mins
  • 88 MB
4. Prepare follow-up questions in advance and have each on a separate slide
  • 2 mins
  • 23.6 MB
5. Consider setting out your original question and follow-up question as an Example-Problem Pair
  • 2 mins
  • 278 MB
6. If students struggle with the follow-up question, move on...
  • 2 mins
  • 85.5 MB
7. ... but ensure you revisit the topic properly
  • 1 min
  • 156 MB
Review
  • 1 min
  • 8.49 MB

Wrap-up

Reasons the Do Now takes too long
  • 4 mins
  • 96.7 MB
Implementation planning
  • 2 mins
  • 73.2 MB
Access the resources
  • 1 min
  • 6.78 MB

FAQ section

Frequently asked questions

Who is the course for?

This workshop is relevant for maths teachers from Key Stages 2 upwards. The content may transfer to Key Stage 1, but I cannot promise.

Can I share this course with my colleagues

After you purchase this course, you can show the videos to colleagues as part of a whole school CPD session or a departmental meeting.

You are not allowed to share the videos to colleagues outside of your school.

Do I need to prepare anything in advance?

  1. Everyone will need something to write on, either paper or a mini-whiteboard.

  2. You may wish to print a copy of the prioritisation template in the first section for each person, or they can sketch it themselves.

  3. Colleagues will have lots of opportunities to discuss ideas, so please ensure the seating arrangements facilitate this.

Where can I find the research and resources mentioned in the course?

I will share a link at the end of course showing where you and your colleagues can access all the relevant research and resources

Can I pay via invoice?

The easiest way to pay is online. The service accepts all major cards as well as PayPal. Paying this way gives you immediate access to the course, and you can access a VAT receipt by clicking on your account profile.

But if you need to pay via invoice, then no problem!  Just send an email to mrbartonmaths@gmail.com with details of:

1. The email addresses of the person(s) taking the course

2. Your school name and address

3. Who to email to invoice to

Then I will send you an invoice and register your colleagues for the course.