Checking for understanding is one half of a strategy - the other is responding to those checks. In this course, we look at how to respond to different responses from our students, including the classic "I don't know". We then turn our attention to how to deal with the common scenario where some students in our class do understand and others don't. Finally, I suggest a way students can record stimulating classroom discussions above and beyond simply copying down a procedure.
See the bottom of this page for FAQs.
Course overview
Making the most of this course
Tip 1. Trick your students to test if they really understand
Tip 2. Never round-up
Tip 3. Six ideas if a student says “I don't know”
Tip 4. What to do when some students understand and some don’t
Tip 5. What to do when some students still don't understand
Tip 6. How students can own and record classroom discussions
Tip 7. Share students' work with the rest of the class
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
Tip 1. Trick your students to test if they really understand
Where we are at
What is the problem?
Two questions to consider
Idea 1 - Make a mistake
Idea 2 - Adapt how you respond to a correct answer
Implementation intention
Tip 2. Never round-up
Where we are at
What is the problem?
Two questions to consider
If we round up...
Exchange 1
Exchange 2
Be careful about motivation
Implementation intention
Tip 3. Six ideas if a student says “I don't know”
Where we are at
The problem with "I don't know"
Two questions to consider
Idea 1 - Ask “what do you know?”
Idea 2 - Use statements, not questions
Idea 3 - Go around the class → student chooses best answer and why
Idea 4 - Secure the right answer → repeat → stretch
Idea 5 - Partner Talk → “What did you discuss?”
Idea 6 - Multiple choice → Which answers can’t be correct?
"I don't know" reflection
Image of I don't know ideas
Implementation intention
Tip 4. What to do when some students understand and some don’t
Where we are at
What is the problem?
Two questions to consider
Recap of asking a Diagnostic Question
Scenario 1 - 80%+
Scenario 2 - less than 80%
Option 1 - Partner talk
Option 2 - Choose students to explain their choice
Which option to choose?
Wait Time
Revote
If we have now hit 80%...
If we have not yet hit 80%...
But what if we don’t use diagnostic questions?
Image of the flow so far
Implementation intention
Tip 5. What to do when some students still don't understand
Where we are at
What is the problem?
Two questions to consider
Support students who are struggling
Option 1 - Explain the incorrect answers
Option 2 - Make the incorrect answers correct
Option 3 - Create your own diagnostic question
But what if we don’t use diagnostic questions?
Image of the complete flow diagram
Implementation intention
Tip 6. How students can own and record classroom discussions
Where we are at
What is the problem?
Two questions to consider
First, find a good diagnostic question
The initial flow
Image of the initial flow
Partner talk
Record our thinking
Blank template of the student record sheet to download
Image of the complete flow diagram
Reasons this is useful thing to do
Tips to make it work better
Implementation intention
Tip 7. Share students' work with the rest of the class
Where we are at
What do you do?
Two questions to consider
The practicality of sharing student work
Demonstration of MathsUniverse
The pedagogy of sharing student work
Keep a copy of students’ work
Implementation intention
Going forward
Reflection on what we have learned
Image of what we have covered
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 responsive teaching 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 strategies for responsive teaching 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!
