4. Principle 2 - I try to avoid the Split-Attention Effect
4. Principle 2 - I try to avoid the Split-Attention Effect
3. Making the most of worked examples
Buy now
Learn more
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
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3. Making the most of worked examples
Buy now
Learn more
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