How my students respond to questions, partake in practice, and interact with each other was not something I considered enough in my early career. Now I am obsessed with it. In this course, we will take deep dives into several means of participation including Cold Call, use of mini-whiteboards, voting systems, call and response, paired discussion and group work. For each means of participation, I will offer a series of super practical suggestions for getting the most out of them. Whether you are a dabbler or a seasoned professional, I think there will be plenty in this course for you.
See the bottom of this page for FAQs.
Course overview
Making the most of this course
A challenge
Tip 1. Front-load the means of participation
Tip 2. Ten ideas to improve Cold Call
Eight reasons to use tools of mass participation more frequently
Tip 3. Twenty ideas to improve use of mini-whiteboards
Tip 4. Five ideas to improve the use of voting systems
Tip 5. Nine ideas to improve Call and Response
Tip 6. Fifteen ideas to improve Partner Talk
Tip 7. Six ideas to improve group work
Tip 8. Use the means of participation holy trinity
Tip 9. Never rely on a mental note
Tip 10. The best tool for the long-term might not be the best tool for now
Reflection
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
Challenge!
Where we are at
A challenge for you
Image of lessons phases and means of participation
Tip 1. Front-load the means of participation
Where we are at
What is the problem?
Two questions to consider
Front-load the means of participation
Implementation intention
Tip 2. Ten ideas to improve the use of Cold Call
Where we are at
What is the problem?
Two questions to consider
Cold Call introduction
Idea 1 - Tell your students why you are doing Cold Call
Idea 2 - Ask the question, then say the name
Idea 3 - Give adequate wait time before taking the answer
Idea 4 - Ask students to respond using full sentences
Idea 5 - Give adequate wait time after hearing the response
Idea 6 - Manage your tell
Idea 7 - Promote active listening
Idea 8 - Build an explanation through a sequence of Cold Calls
Idea 9 - Ask some students twice in a lesson
Idea 10 - Consider using Warm Call
Cold Call reflection
Image of the 10 ideas
Should we ever ask for hands-up?
Implementation intention
Eight reasons to use tools of mass participation
Where we are at
What is the problem?
Two questions to consider
Eight reasons to use tools of mass participation more frequently
Image of the 8 reasons
A challenge for you
A reflection on what I have seen
Tip 3. Twenty ideas to improve the use of mini-whiteboards
Where we are at
Mini-whiteboard introduction
Two questions to consider
Idea 1 - Plan how students will access the mini-whiteboards
Idea 2 - Make use of both sides of the mini-whiteboard
Idea 3 - Circulate the room
Idea 4 - Hover boards when you have the answer
Idea 5 - Start from the back
Idea 6 - Look at the answers of your weakest students first
Idea 7 - Share student responses with the rest of the class
Idea 8 - Showcase excellent mini-whiteboard use
Idea 9 - Have a departmental mini-whiteboard policy
Image of a departmental whiteboard policy
Idea 10 - Use mini-whiteboards as much as possible
Half-way reflection
Half way reflection
Idea 11 - Use mini-whiteboards to enhance paired work
Idea 12 - Use mini-whiteboards to enhance book work when circulating
Idea 13 - Use mini-whiteboards to enhance book work when checking for whole class understanding
Idea 14 - Consider getting A3 mini-whiteboards
Idea 15 - Mini-whiteboard before book for less confident students
Idea 16 - Take mini-whiteboards as seriously as you take exercise books
Idea 17 - Train your students not to press too hard!
Idea 18 - Keep a box of lids from the pens you throw away
Idea 19 - There’s using mini-whiteboards, and then there’s using mini-whiteboards
Idea 20 - How to respond if SLT want evidence in books
Reflection on all 20 ideas
Reflection
Whiteboard challenge
Implementation intention
Tip 4. Five ideas to improve the use of voting systems
Where we are at
What is the problem?
Two questions to consider
Different types of voting systems
Idea 1 - Ensure different student responses are easy to distinguish
Idea 2 - Avoid the tactical delay
Idea 3 - Have ABCD cards in student planners
Idea 4 - Use voting systems alongside mini-whiteboards
Idea 5 - Consider not using technology to collect students’ responses
Reflection on voting systems
Image of the 5 ideas
Voting systems challenge
Implementation intention
Tip 5. Nine ideas to improve Call and Response
Where we are at
What is the problem?
Two questions to consider
Introduction
Idea 1 - Make wait time explicit and non-verbal
Idea 2 - Use Call and Response for short statements
Idea 3 - Use Call and Response for strategies
Idea 4 - Use Call and Response for rules and expectations
Idea 5 - Add Call and Response statements to knowledge organisers
Idea 6 - Use Call and Response for a prerequisite knowledge check
Idea 7 - Use Call and Response during the We Do phase
Idea 8 - Plan three Call and Response statements for each topic
Idea 9 - Use Call and Response outside of lessons
Reflection on call and response
Image of the 9 ideas
Call and response challenge
Implementation intention
Tip 6. Fifteen ideas to improve Partner Talk
Where we are at
What is the problem?
Two questions to consider
Idea 1 - Give students enough time to think individually first
Idea 2 - Ask students to write down their answer/key points
Idea 3 - Use mini-whiteboards to support Partner Talk
Idea 4 - State who talks first in advance
Idea 5 - Give a conversation prompt
Idea 6 - Announce when it is time to switch speaker
Idea 7 - Ensure students have something to discuss
Idea 8 - Reinforce the importance of listening
Idea 9 - Reinforce the idea of rehearsal
Idea 10 - Better too short than too long
Idea 11 - Be careful not to get in the way
Idea 12 - Combine Partner Talk with Cold Call
Idea 13 - Use Partner Talk following a check for understanding
Idea 14 - Ask questions to find the best paired discussions to share
Idea 15 - Consider using the 4-2 approach for longer tasks
Reflection on partner talk
Image of all 15 ideas
Partner talk challenge
Implementation intention
Tip 7. Six ideas to improve group work
Where we are at
What is the problem?
Two questions to consider
Building Thinking Classrooms in Mathematics
Idea 1 - Have a group size of three
Idea 2 - Make the groups random and change them each lesson
Idea 3 - Make the randomisation explicit
Idea 4 - Use whiteboards
Idea 5 - Use vertical, non-permanent surfaces
Idea 6 - Make the group accountable
Reflection on group work
Image of all 6 ideas
Group work challenge
Implementation intention
Tip 8. Use the means of participation holy trinity
Where we are at
What is the problem?
Two questions to consider
The means of participation holy trinity
Implementation intention
Tip 9. Never rely on a mental note
Where we are at
What is the problem?
Two questions to consider
Write it down
Implementation intention
Tip 10.The best tool for the long-term might not be the best tool for now
Where we are at
Four things that seemed like a good idea
Two questions to consider
The best tool for the long-term might not be the best tool for now
Implementation intention
Going forward
Reflection on what we have learned
What we have covered in this course
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 the means of participation should transfer to different phases.
Is this course suitable for non-maths teachers?
I think so. I am always reluctant to offer any kind of insight to my non-maths colleagues, but I have been lucky enough to run this workshop for whole school INSET training a number of times, and it seems to go down well. Whilst the specific examples used are mainly from the world of maths, the focus is on the development of the means of participation in any classroom.
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
This is a long course! You could whizz through all the videos in a couple of 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 full day 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!
