3. Making the most of worked examples
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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...
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 S...
Link: Research papers on Cognitive Lo...
5. Principle 3 - I am more careful wi...
6. Principle 4 - I try to ensure my s...
Link: Research papers on the Self-Exp...
Podcast: Ollie Lovell interviews Alex...
6a. Time and the double-pause of ques...
Image: The double pause of questioning
6b. Creating the right conditions
6c. Providing support
Image: Student prompt cards - differe...
Resource: Student prompt cards - edit...
Resource: Student prompt cards - edit...
Resource: Student Prompt cards from L...
7. Summary of my four principles
The set-up
1. Where do Example-Problem Pairs fit...
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 ...
2. Issues with copying down worked ex...
3. Read the maths - the experience
Image: Read the maths behaviour
Blog: The beauty of annotating
4. Read the maths - what other school...
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 d...
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 Pa...
Resource: Example-Problem Pair (blank...
Resource: Example-Problem Pair (examp...
Feedback
1. Feedback from teachers
Blog: A first attempt at silent teach...
Tweet: An example of the 5 stage proc...
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 sub...
Resource: Worked examples GCSE / IGCS...
FAQs
1. Telling students what to do feels ...
2. This must take ages
3. How does it work for shorter examp...
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...
8. Where is the why?
9. Do you do this every lesson?
10. Your students are not actively en...
11. Where is the differentiation????
12. I am doing this already!
Moving forward
1. Tips from teachers who have made t...
2. Planning our own Example-Problem Pair
An alternate approach!
1. What Michael Pershan does
Podcast: Michael Pershan on worked ex...
Link: Michael Pershan's post on worke...
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...
Clare Sealy's blog on using worked ex...
Emma McCrea's presentation about work...
Ollie Lovell interview with John Swel...
Greg Ashman's blog post on Example-Pr...
Research: Example‐Based Learning: New...
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
Products
Course
Section
FAQs
FAQs
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...
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 S...
Link: Research papers on Cognitive Lo...
5. Principle 3 - I am more careful wi...
6. Principle 4 - I try to ensure my s...
Link: Research papers on the Self-Exp...
Podcast: Ollie Lovell interviews Alex...
6a. Time and the double-pause of ques...
Image: The double pause of questioning
6b. Creating the right conditions
6c. Providing support
Image: Student prompt cards - differe...
Resource: Student prompt cards - edit...
Resource: Student prompt cards - edit...
Resource: Student Prompt cards from L...
7. Summary of my four principles
The set-up
1. Where do Example-Problem Pairs fit...
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 ...
2. Issues with copying down worked ex...
3. Read the maths - the experience
Image: Read the maths behaviour
Blog: The beauty of annotating
4. Read the maths - what other school...
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 d...
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 Pa...
Resource: Example-Problem Pair (blank...
Resource: Example-Problem Pair (examp...
Feedback
1. Feedback from teachers
Blog: A first attempt at silent teach...
Tweet: An example of the 5 stage proc...
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 sub...
Resource: Worked examples GCSE / IGCS...
FAQs
1. Telling students what to do feels ...
2. This must take ages
3. How does it work for shorter examp...
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...
8. Where is the why?
9. Do you do this every lesson?
10. Your students are not actively en...
11. Where is the differentiation????
12. I am doing this already!
Moving forward
1. Tips from teachers who have made t...
2. Planning our own Example-Problem Pair
An alternate approach!
1. What Michael Pershan does
Podcast: Michael Pershan on worked ex...
Link: Michael Pershan's post on worke...
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...
Clare Sealy's blog on using worked ex...
Emma McCrea's presentation about work...
Ollie Lovell interview with John Swel...
Greg Ashman's blog post on Example-Pr...
Research: Example‐Based Learning: New...
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
What questions, concerns and complaints do teachers have about the Example-Problem Pair process, and what are my answers?
12 Lessons
1. Telling students what to do feels ...
2. This must take ages
3. How does it work for shorter examp...
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...
8. Where is the why?
9. Do you do this every lesson?
10. Your students are not actively en...
11. Where is the differentiation????
12. I am doing this already!