How can we model new ideas, methods and concepts to our students effectively?
In this course I look at four significant mistakes I used to make with my worked examples, which I considered to be good practice. Then I go through, in detail, exactly how I now present worked examples, incorporating the principles of Example-Problem Pairs, Silent Teacher, Show Call and more, including examples from teachers and feedback from students who have used this approach. It is a process that I use with every class, from my lower-achieving Year 7s to my Year 13 Further Mathematicians. However, not everyone likes this approach, and we will address the most common concerns head-on! To end, we discuss the merits of an alternative approach to worked examples that I never even considered until I spoke to someone in New York...
Please see the bottom of the page for FAQs about suitability, cost, payment options, and more.
Feedback from the end of course survey
Insightful, research-informed and really engaging. It has given me so much to think about. Also v easy to dip in and out of to fit in around the kids!
This course has really got me thinking about my practice - not easy after 20 years on the classroom. Really seems to make sense.
This course cemented my understanding of the key elements of the approach and made me think about several elements I can refine in my teaching, such as the the specific use of show-call. The best bits were the specifics of you talking through exactly how you model it e.g. where you look during a silent teacher phase.
I love learning about the research that informs your practice! I also really enjoyed going step-by-step through an entire Example-Problem Pair cycle.
I really enjoyed being able to experience what the different elements feel like from a student's perspective. I liked seeing how different people put the ideas into practice too and it helped me think about how I would make it work for my classes.
I have done worked examples before with my students, but I haven’t used a “Thinking” column before. I can see so many possibilities, and I love the idea of students having an annotated column to refer back to.
Contents
Introduction
What is this course all about, and how can you get the most out of it?
Links to some of my work that you might find useful
My research paper collection
Book: How I wish I'd taught maths
Book: Reflect, Expect, Check, Explain
Mr Barton Maths website
Mr Barton Maths Podcast
Diagnostic Questions
Variation Theory
SSDD Problems
Maths Venns
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 on primary teaching. However, I have been lucky enough to run this Worked Examples course over 20 times with primary colleagues, and it seems to go down well. The key example I base the course around it writing a number as its product of prime factors, which should make the course content itself accessible and relevant to teachers of Years 4, 5 and 6 (that is 9 year olds and above for teachers from somewhere other than England). For teachers of younger students, I believe the ideas are transferable, but I make no promises!
Is this course suitable for non-maths teachers?
I am not so sure. My background is in mathematics, and that is all I really know about. Since my first book, How I wish I'd taught maths, was released, many teachers of other subjects have contacted me to say they have found ways to transfer my ideas with regard to worked examples to their subject domain, but I can make no promises. If pushed, my instinct is that this approach may work well in subjects with set methods and procedures that students need to learn - so the sciences, languages, and certain technical aspects of English, for example.
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 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.
In addition, from time to time I will update the course content with new videos, resources and ideas. I will email you when this happens and you will have access to this as well for no extra cost.
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!
