Introduction

• 1. Introduction to the course

• Image: My model of a Learning Episode

• 2. Getting the most out of the course

• 3. Where are you at?

What my worked examples used to look like... and why I changed my mind

• 1. Research into worked examples

• Link: My research collection

• Podcast: Greg Ashman interview

• Research: Example‐Based Learning: New Theoretical Perspectives and Use‐Inspired Advances to a Contemporary Instructional Approach

• 2. Four mistakes I used to make

• 3. Principle 1 - I atomise

• 3a. What is Atomisation?

• 3b. Prerequisite knowledge

• 3c. An example of Atomisation

• Image: My process of Atomisation

• Link: Diagnostic Questions

• Activity: What is a factor?

• 4. Principle 2 - I try to avoid the Split-Attention Effect

• Link: Research papers on Cognitive Load Theory

• 5. Principle 3 - I am more careful with discussions

• 6. Principle 4 - I try to ensure my students are actively involved (Self-Explanation Effect)

• Link: Research papers on the Self-Explanation Effect

• Podcast: Ollie Lovell interviews Alexander Renkl

• 6a. Time and the double-pause of questioning

• Image: The double pause of questioning

• 6b. Creating the right conditions

• 6c. Providing support

• Image: Student prompt cards - different sizes

• Resource: Student prompt cards - editable

• Resource: Student prompt cards - editable from George Stone

• Resource: Student Prompt cards from Laura Conroy

• 7. Summary of my four principles

The set-up

• 1. Where do Example-Problem Pairs fit in?

• Image: My model of a Learning Episode

• 2. What my board looks like

Stage 1 - Silent Teacher

• 1. Silent Teacher - the set-up

• Image: Silent Teacher behaviour

• 2. Silent Teacher - the experience

• 3. Silent Teacher extra!

• 4. What do teachers say?

• 5. What do students say?

Stage 2 - Narration

• 1. Narration - the experience

• Image: Narration behaviour

• 2. Narration - what other schools do

• Examples from Simon Garrett

Stage 3 - Read the maths

• 1. Do your students copy down worked examples?

• 2. Issues with copying down worked examples

• 3. Read the maths - the experience

• Image: Read the maths behaviour

• Blog: The beauty of annotating

• 4. Read the maths - what other schools do

Stage 4 - Your Turn

• 1. Your Turn - the experience

• 2. The purpose of Your Turn

• Image: Your Turn behaviour

• Image: Your Turn prompts if finished

• Image: Your Turn prompts for paired discussion

• 3. Your Turn - what other schools do

Stage 5 - Show Call

• 1. Show Call - the experience

• Podcast: Doug Lemov interview

• Podcast: Ollie Lovell interview

• Image: Show Call behaviour (mistake)

• Image: Show Call behaviour (excellence)

• 2. What other schools do

• 3. Capturing the images

• Using Show-Call when teaching online

Reflection

• 1. Timings

• 2. Putting it all together

• Image: The 5 stage Example-Problem Pair process

• Resource: Example-Problem Pair (blank) by Nathan Day

• Resource: Example-Problem Pair (example) by Nathan Day

Feedback

• 1. Feedback from teachers

• Blog: A first attempt at silent teacher by Miss Olive

• Tweet: An example of the 5 stage process for quadratic graphs

• 2. Feedback from students

What do other schools do?

• 1. Tweaks

• 2. Fading

• Website: Berwick Maths

• 3. Departmental planning

• 4. One-to-one support

• 5. Notes book

• 6. Written feedback

• 7. Example-Problem Pairs in other subjects

• Resource: Worked examples GCSE / IGCSE Mathematics

FAQs

• 1. Telling students what to do feels like cheating

• 2. This must take ages

• 3. How does it work for shorter examples?

• 4. How does it work for longer examples?

• 5. Does it work for everything?

• 6. Does it tie me to certain methods?

• 7. What if I want to show my students more than one method?

• 8. Where is the why?

• 9. Do you do this every lesson?

• 10. Your students are not actively engaged

• 11. Where is the differentiation????

• 12. I am doing this already!

Moving forward

• 1. Tips from teachers who have made this work

• 2. Planning our own Example-Problem Pair

An alternate approach!

• 1. What Michael Pershan does

• Podcast: Michael Pershan on worked examples

• Link: Michael Pershan's post on worked examples

• 2. The resources

• Link: Algebra by Example

• Link: Math by Example

• 3. Where does this approach fit in?

Useful links - from others

• Video: Creating Effective Lessons the Easy way with Dr. Fred Jones

• Clare Sealy's blog on using worked examples in a primary context

• Emma McCrea's presentation about worked examples

• Ollie Lovell interview with John Sweller about worked examples

• Greg Ashman's blog post on Example-Problem Pairs

• Research: Example‐Based Learning: New Theoretical Perspectives and Use‐Inspired Advances to a Contemporary Instructional Approach

Conclusion

• 1. Where to next?

• 2. Wrap up

• Feedback form

• Course certificate

• My online courses

Useful links - from me

• 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