This course is all about how we introduce, explain and model new ideas to our students. We discuss how to show students that a new idea matters, and how to deal with technical language and key decisions. We talk about the importance and practicalities of live modelling, before taking a deep dive into my worked example process, including example-problem pairs, Silent Teacher and making use of self-explanation prompts. We also discuss what happens after that first worked example in terms of the We Do and Your Turn, and exactly what should our students be copying down? It's a big one, so make sure you are sitting comfortably.
See the bottom of this page for FAQs.
Course overview
Making the most of this course
Tip 1. Five ideas to show students why what we are learning today matters
Tip 2. Use related examples and non-examples to explain technical language
Tip 3. Thirteen ideas to improve the explanation of a concept
Tip 4. Teach decision-making separately
Tip 5. Five ideas to improve our choice of examples
Tip 6. Model techniques live
Tip 7. Use a teacher examples book
Tip 8. Use student example books
Tip 9. Make use of the power of Example-Problem Pairs
Tip 10. Fourteen ideas to improve Silent Teacher
Tip 11. Use self-explanation prompts after a worked example
Tip 12. Six ideas to improve “copy down the worked example”
Tip 13. Vary the means of participation for the "We do"
Tip 14. Three errors to avoid with the "Your Turn" questions
Tip 15. Reflect after a worked example
Tip 16. Beware of seductive details
Going forward
Contents
How to make the most of this course
The issue with FOMO
Two questions to consider
Two types of tips to look for
The issue with good intentions
Two questions to consider
Implementation intentions
Tip 1 - Five ideas to show students why what we are learning today matters
Where we are at
What is the problem?
Two questions to consider
Idea 1 - Show connections
Idea 2 - Connect the Big Ideas
Idea 3 - Share hinterland knowledge
Idea 4 - Introduce a headache
Idea 5 - Show why it matters to you
Reflection on all 5 ideas
Image of all 5 ideas
Implementation intention
Tip 2 - Use related examples and non-examples to explain technical language
Where we are at
A challenge for you
What I used to do
Two questions to consider
The three principles
The triangle sequence
Image of the triangle sequence
The flow
Image of the flow
Check for understanding 1 - Give an example
Check for understanding 2 - Frayer diagram
Etymology
Adjacent angles on a straight line
Check for understanding - Adjacent angles
Other examples from maths
An example from English
Reflection
Implementation intention
Tip 3 - Fourteen ideas to improve the explanation of a concept
Where we are at
What is the problem?
Two questions to consider
Idea 1 - Plan two explanations
Idea 2 - Understand what the explanation of the concept is, and what it is not
Idea 3 - Tell students that this is something they need to remember
Idea 4 - Say less
Idea 5 - Plan the explanation in advance
Idea 6 - Connect explanations to things students know
Idea 7 - Go from concrete to abstract
Idea 8 - Use models
Idea 9 - Use demonstrations instead of proof
Idea 10 - Start from a blank canvas
Idea 11 - Consider providing a cue during the explanation
Idea 12 - Question, don’t tell
Idea 13 - Say it again?
Idea 14 - Have students stand during the explanation
Reflection on all 14 ideas
Image of all 14 ideas
Implementation intention
Tip 4 - Teach decision-making separately
Where we are at
What is the problem?
Two questions to consider
What was my mistake?
Step 1 - identify the decisions
Step 2 - teach the decisions
Task - is a the subject?
The flow
Image of the flow
Check for understanding
Reflection
Introduction to the trapezium example
Reflection on the worksheet
Task - sides of a trapezium
Check for understanding
Four types of decisions
Image of the types of decisions
Implementation intention
Tip 5 - Five ideas to improve your choice of worked examples
Where we are at
A challenge for you
Two questions to consider
Idea 1 - Get the pitch right
Idea 2 - Try to avoid erroneous generalisations
Image of the examples
Reflection on Idea 2
Image of the mean example
Idea 3 - Avoid repeating elements within a worked example
Idea 4 - Have a single intended object of learning per worked example
Idea 5 - Use a pair of related worked examples
Reflection on all 5 ideas
Image of all 5 ideas
Implementation intention
Tip 6 - Model techniques live
Where we are at
What is the problem?
Two questions to consider
Model techniques live
What about technology?
Answers to practice questions?
Implementation intention
Tip 7 - Use a teacher worked examples book
Where we are at
What is the problem?
Two questions to consider
Teacher examples book
Three reasons a teacher worked examples book is a good idea
Three extra tips
Implementation intention
Tip 8 - Use student worked example books
Where we are at
Three questions for you
Two questions to consider
Three benefits of student worked examples books
Implementation intention
Tip 9 - Make use of the power of Example-Problem Pairs
Where we are at
What do you do?
Two questions to consider
What I do now
Implementation intention
Tip 10 - Fourteen ideas to improve Silent Teacher
Where we are at
Two types of pedagogy I see with worked examples
Two questions to consider
A quick word about explicit instruction
Silent Teacher: overview
Silent Teacher: the exeprience
Idea 1 - Tell your students what you are doing and why
Idea 2 - Don’t start until you have silence
Idea 3 - Model by hand
Idea 4 - Gesture
Idea 5 - Teach students how to behave when doing Silent Teacher
Idea 6 - Use Reflect, Expect, Check, Explain
Idea 7 - Provide a cue for self-explaining
Idea 8 - Allow adequate wait time before and after a step
Idea 9 - Ask students to stand during Silent Teacher
Idea 10 - Allow students to make notes after Silent Teacher
Idea 11 - Allow paired discussion after Silent Teacher
Idea 12 - Break-up Silent Teacher
Idea 13 - Don’t feel you have to do Silent Teacher for everything
Idea 14 - Be ready for some funny looks
Reflection on all 14 ideas
Image of all 14 ideas
Silent Teacher challenge
Implementation intention
Tip 11 - Use self-explanation prompts after a worked example
Where we are at
What do you do?
Two questions to consider
The research into the Self-Explanation Effect
What makes a good Self-Explanation Prompt?
My self-explanation prompts
Other examples of principled prompts
Self-explanation prompt tips
Self-explanation in practice
Three key things
Start to finish, or break it up?
Means of participation
Make sure you explain the answer
Self-explanation challenge!
Implementation intention
Tip 12 - Six ideas to improve “copy down the worked example”
Where we are at
Q1 - When do students copy down worked examples?
Q1 - reflection
Q2 - Is copying down worked examples a good use of time?
Q2 - reflection
Two questions to consider
Idea 1 - Whatever you ask students to write, ask them to do it after you have finished modelling
Idea 2 - Print out some of the worked example
Idea 3 - Ask students to answer the self-explanation prompts
Idea 4 - Ask students to write notes for their forgetful future self
Idea 5 - Ask students to look away and write
Idea 6 - Don't bother with any notes at all!
Reflection on all 6 ideas
Image of all 6 ideas
Implementation intention
Tip 13 - Vary the means of participation for the "We do"
Where we are at
What is the problem?
Two questions to consider
When to do the We Do
Vary the means of participation of the We Do
Where do you write the We Do?
We Do challenge
Implementation intention
Tip 14 - Three errors to avoid with the "Your Turn" questions
Where we are at
Three Your Turn errors I have made
Two questions to consider
Resolving issue 1
Resolving issue 2
Resolving issue 3
What does the Your Turn look like?
Answering and assessing the Your Turn
Your Turn challenge
Implementation intention
Tip 15 - Reflect after a worked example
Where we are at
What is the problem?
Two questions to consider
Wood trees wood
Idea 1 - Go through process as a whole, quickly
Idea 2 - Show and alternate methods or representations
Idea 3 - If appropriate, explain the why
Idea 4 - Do a final check for understanding
Reflection on all 4 ideas
Image of all 4 ideas
Implementation intention
Tip 16 - Beware of seductive details
Where we are at
What is the problem?
Two questions to consider
Key principle
What I do now
Implementation intention
Going forward
Reflection on what we have learned
Image of what we have covered
Goodbye!
Links to my other work
My books
My podcasts
My websites
FAQs
Is this course suitable for primary school teachers?
I am a secondary school maths teacher by training, and I make no claim whatsoever to have any expertise in the domain of primary teaching. However, I have been lucky enough to run this course lots of times with primary colleagues, and it seems to go down well. The key ideas concerning explanations and modelling should transfer to different phases.
Is this course suitable for non-maths teachers?
I am not so sure. Whilst tips surrounding explanations will be relevant, I think maths is quite unique in the focus on worked examples as a key aspect of the modelling process. If you are a science or languages teacher, then there may be value in this course, but I think teachers of other subjects will find my other courses of more relevance.
Is this course suitable for non-UK teachers?
Yes! I have been lucky enough to work with teachers all around the world, and I ensure wherever possible that my courses are not tied to any specific curriculum or specification. I am confident that aside form my weird accent, teachers from other countries will find most of the ideas relevant and transferable.
How long does it take to do the course
You could whizz through all the videos in a a few hours. But the idea is you watch the video where I present a problem, reflect where you are at, listen to my proposed solution, reflect upon that, and consider what you would need to change to make it work for you.
Therefore, a day to a day and a half is probably suitable to do the course.
Even better if you can do a section of the course, try some ideas in your classroom, reflect on what worked and what didn't, and then move on to the next section of the course.
How long can I access the course content for?
As long as this platform exists! That is one of the key advantages of an online course - you can go back over the content again and again.
If, for whatever reason, the platform shuts down or I need to remove content, I will give you as much notice as possible (I will aim for at least 6 months) so you can complete the courses.
Can I pay with an invoice instead of online?
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.
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 delegates 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 on the course.
Can I get a VAT receipt?
Of course!
If you have paid online, just login, click on the drop-down menu next to your picture on the top-right of the screen, select Billing and you can print off your VAT receipt(s) there.
If you pay-offline (by emailing me as described above) then I will email you an invoice which will serve as your VAT receipt.
Can I buy one pass and then share it with my colleagues?
I am afraid not. The price of each course is per person.
Each person who pays for the course has their own log-in details, so the platform can keep track of their individual progress. This allows you to log back on using any device and pick up where you left off.
Are there discounts available?
If you want to purchase a bundle of passes for the courses - perhaps you have a large department or you are part of an Academy chain - send me an email telling me what you have in mind, and hopefully we can reach a deal!
