As Dylan Wiliam says, we need to start from where our students are at, not where we want them to be. In this course, I describe my process for identifying, prioritising and assessing relevant prior knowledge for any new idea I am teaching, and finally how to respond to that assessment. There is an opportunity for you to play along, planning out prior knowledge for an upcoming lesson.
See the bottom of this page for FAQs.
Course overview
Making the most of this course
The big problem
Tip 1. Plan relevant prior knowledge
Tip 2. Prioritise relevant prior knowledge
Tip 3. Assess relevant prior knowledge
Tip 4. Respond to prior knowledge assessment
Tip 5. Assess relevant prior knowledge for each idea, not for the whole sequence
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
The big problem
Where we are at
What is the problem?
Two questions to consider
The limits of working memory
The purpose of a worked example
The four stages
Your challenge!
Tip 1 - Plan relevant prior knowledge
Where we are at
Two questions to consider
What is the problem?
Step 1 - choose a question
Step 2 - write a list
Step 3 - share and compare
My list
Implementation intention
Tip 2 - Prioritise relevant prior knowledge
Where we are at
What is the problem?
Two questions to consider
Prioritise, don't assume
How to prioritise
Help!!!
Implementation intention
Tip 3 - Assess relevant prior knowledge
Where we are at
What do you do?
Two questions to consider
Types of questions
Assess the most prerequisite first
Reflection on means of participation
Reflection on the two things we need
What works well when assessing prior knowledge
Implementation intention
Tip 4 - Respond to prior knowledge assessment
Where we are at
What do you do?
Two questions to consider
80% and above
Fewer than 80%
But what about those who get it correct?
Implementation intention
Tip 5 - Assess relevant prior knowledge for each idea, not for the whole sequence
Where we are at
What do you do?
Two questions to consider
Assess per idea, not per topic
But I don't have time!!!
Time to plan
Time in lessons
One final advantage
Implementation intention
Going forward
Final reflection
Reflection on what we have learned
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 dealing with relevant prior knowledge 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 treatment of relevant prior knowledge 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
You could whizz through all the videos in an hour. 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 half-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!
