£99

#19 Maximising student practicipation during independent practice

Course
52 Lessons

What is this course about?

Often, students will choose to take a cognitive break the moment they are asked to do some independent practice. In this workshop, we will discuss a range of strategies to prevent this from happening, thus enabling your students to keep thinking hard throughout the lesson.

Prioritisation exercise

Set up

Prioritisation template to print

How to use the grid

Introduction

Diagnosis

What I see

Strucutre of the workshop

Part 1: The relationship between student interest and cognitive load

The research

Reflection

Part 2: Instructions

Introduction

1. Get silence

2. Don’t do something else at the same time

3. Don't give out or reveal the task until after you have given the instructions

4. Give clear, concise, numbered instructions

5. Check for listening

6. Write instructions down if complex

7. End with “Ready… (dramatic pause)… Go!”

8. Use the Instruction Sandwich

9. Play Adam Boxer’s “repeated instructions” game

Reflection

Part 3: Plan the first 30 seconds

A mistake teachers make

1. Thank students in advance for their behaviour

2. Stand where you can see everyone and be soon looking

3. Wait for Golden Silence

4. Don’t draw attention to negative behaviour

5. If needed… narrate the positive behaviour

6. If needed… stop the class and reset

Reflection

Part 4: Circulation

Introduction

1. Make sure you don’t have blackspots

2. Observe the work of your strongest students first

3. Decide one thing you are looking for in advance

4. Be clear about how you want work set out

5. Use Book-to-Board - Circulation

6. Carry your answers around with you

7. Make physical notes as you circulate

8. Plan your decisions

9. When talking to a student, step back

10. Develop a model for student interactions

11. Use a mini-whiteboard to aid student interactions

12. Use 3 30 30 (or 30 30 30)

13. Don’t be afraid to stop the practice

14. Use Book-to-Board - Quick check

15. If all is going well, just shut up

Reflection

Part 5: Give all students a calculator

The argument for giving all students a calculator

Part 6: Use the 4-2 approach

What is the 4-2 approach?

Part 7: Going through answers

What I usually see

1. Use Book-to-Board - Critical question

2. Ask Who got 8:10?

Reflection

Wrap-up

Final reflection

Access the resources

FAQ section

Frequently asked questions

Who is the course for?

Apart from a few maths-specific parts, the bulk of this workshop is relevant for classroom teachers from any subject or phase.

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?

Everyone will need something to write on, either paper or a mini-whiteboard.
You may wish to print a copy of the prioritisation template in the first section for each person, or they can sketch it themselves.
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.