Inquiry maths workshop - Surrey Maths Network meeting 08-12-14
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Caitriona Martin introduces Inquiry Maths to an audience of maths teachers in Surrey, UK. The slides include examples from her own classroom.
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This presentation was used for the inquiry maths workshop at the National Mathematics Teacher Conference 2014 in Kettering (UK), September 27, 2014.
Inquire into inquiry
This document provides an overview of an inquiry-based mathematics workshop. It discusses the aims of getting a historical view of inquiry, looking at four levels of inquiry, examining the role of an inquiry teacher, and planning learning experiences. It also reviews how inquiry changes the traditional role of students and teachers in mathematics classrooms by having students take responsibility for structuring and regulating the learning process through their own questions and conjectures. The document suggests that an inquiry-based environment could change some common issues seen in mathematics reasoning like a lack of initiative, perseverance, and retention as students become independent inquirers seeking new mathematical knowledge.
Inquiry maths introduction
This document outlines the goals and benefits of an inquiry-based approach to teaching mathematics. It discusses how students learn through asking questions, making conjectures, collaborating with others, and explaining their reasoning. Teachers aim to foster students' curiosity and support independent learning. The goals of inquiry maths curricula internationally include developing reasoning skills, constructive arguments, confidence in communicating mathematics, and independence. The website associated with this document provides math inquiry prompts, lesson resources, guides for creating custom prompts, and materials to support an inquiry-based approach to math instruction.
Bobbie maths overview
The document discusses strategies for engaging math students using an inquiry approach. It advocates for creating a caring classroom community where students respect each other's abilities and ideas. Teachers should provide opportunities for both independent and collaborative work, including mixed ability groups, word problems accessible to all levels, and not prescribing specific strategies but guiding students towards effective methods. Developing mathematical language and multiple forms of representation helps students learn.
Action research, teacher research and classroom research
1. Classroom research is defined as research that focuses on data collected from observing teachers and students in the classroom setting.
2. Teacher research refers to research conducted by teachers to investigate teaching and learning processes in order to improve their own instruction.
3. Action research involves a cyclical process of planning an action to address a problem, systematically observing the outcomes of that action, and reflecting on the results to plan subsequent actions. It is an approach that can be used for classroom or teacher research.
Presentation1 e5
The document describes the E5 instructional model, which provides a framework for purposeful teaching through five phases: Engage, Explore, Explain, Elaborate, and Evaluate. It evolved from previous instructional models developed in the 1930s-1980s and was released by the Department of Education and Early Childhood Development in Victoria, Australia in 2009 to support lesson and unit planning. The phases involve accessing prior knowledge, hands-on exploration, direct instruction, extending understanding, and assessing learning.
5 es _for_elementary_science_2009-10_oct09
The 5 E's Instructional Model is a framework for designing multi-day science lessons that engages students, allows them to explore concepts hands-on, helps them explain their understanding, extends their learning, and evaluates what they have learned. Lessons follow the sequence of Engage, Explore, Explain, Extend, and Evaluate. An example is provided of a 5-day lesson for 1st grade students on plant parts that incorporates activities and assessments aligned to each step of the 5 E's.
5 Es Power Point 03
The 5Es is a cycle of learning that engages students through hands-on experiences to develop concepts and skills. It includes engaging students with questions, exploring hands-on activities, explaining concepts to develop understanding, extending knowledge to new situations, and evaluating progress and knowledge.
Recommended
#Mathsconf2014
This presentation was used for the inquiry maths workshop at the National Mathematics Teacher Conference 2014 in Kettering (UK), September 27, 2014.
Inquire into inquiry
This document provides an overview of an inquiry-based mathematics workshop. It discusses the aims of getting a historical view of inquiry, looking at four levels of inquiry, examining the role of an inquiry teacher, and planning learning experiences. It also reviews how inquiry changes the traditional role of students and teachers in mathematics classrooms by having students take responsibility for structuring and regulating the learning process through their own questions and conjectures. The document suggests that an inquiry-based environment could change some common issues seen in mathematics reasoning like a lack of initiative, perseverance, and retention as students become independent inquirers seeking new mathematical knowledge.
Inquiry maths introduction
This document outlines the goals and benefits of an inquiry-based approach to teaching mathematics. It discusses how students learn through asking questions, making conjectures, collaborating with others, and explaining their reasoning. Teachers aim to foster students' curiosity and support independent learning. The goals of inquiry maths curricula internationally include developing reasoning skills, constructive arguments, confidence in communicating mathematics, and independence. The website associated with this document provides math inquiry prompts, lesson resources, guides for creating custom prompts, and materials to support an inquiry-based approach to math instruction.
Bobbie maths overview
The document discusses strategies for engaging math students using an inquiry approach. It advocates for creating a caring classroom community where students respect each other's abilities and ideas. Teachers should provide opportunities for both independent and collaborative work, including mixed ability groups, word problems accessible to all levels, and not prescribing specific strategies but guiding students towards effective methods. Developing mathematical language and multiple forms of representation helps students learn.
Action research, teacher research and classroom research
1. Classroom research is defined as research that focuses on data collected from observing teachers and students in the classroom setting.
2. Teacher research refers to research conducted by teachers to investigate teaching and learning processes in order to improve their own instruction.
3. Action research involves a cyclical process of planning an action to address a problem, systematically observing the outcomes of that action, and reflecting on the results to plan subsequent actions. It is an approach that can be used for classroom or teacher research.
Presentation1 e5
The document describes the E5 instructional model, which provides a framework for purposeful teaching through five phases: Engage, Explore, Explain, Elaborate, and Evaluate. It evolved from previous instructional models developed in the 1930s-1980s and was released by the Department of Education and Early Childhood Development in Victoria, Australia in 2009 to support lesson and unit planning. The phases involve accessing prior knowledge, hands-on exploration, direct instruction, extending understanding, and assessing learning.
5 es _for_elementary_science_2009-10_oct09
The 5 E's Instructional Model is a framework for designing multi-day science lessons that engages students, allows them to explore concepts hands-on, helps them explain their understanding, extends their learning, and evaluates what they have learned. Lessons follow the sequence of Engage, Explore, Explain, Extend, and Evaluate. An example is provided of a 5-day lesson for 1st grade students on plant parts that incorporates activities and assessments aligned to each step of the 5 E's.
5 Es Power Point 03
The 5Es is a cycle of learning that engages students through hands-on experiences to develop concepts and skills. It includes engaging students with questions, exploring hands-on activities, explaining concepts to develop understanding, extending knowledge to new situations, and evaluating progress and knowledge.
Action research presentation Miss B
1. The document summarizes an action research project examining ways to improve teaching and learning in KS3 RE. It looks at redesigning assessment feedback sheets and observing current teaching practices.
2. Student and teacher feedback indicated that the redesigned feedback sheets with features like sentence starters and a clearer layout were an improvement over the original.
3. Learning walks observed best practices like positive praise, but also areas for development like allowing more discussion time. Overall feedback was positive about KS3 RE teaching and learning.
Maths inquiry symposium
Setting up maths learning communities - presented by Matt Aukett and Christine Abercrombie at the PMA symposium, Waipuna Lodge, Auckland, March 21.
Researching teachersfor share
This document provides information about teacher research projects and activities taking place in January. It encourages teachers to choose a research method and focus for their project. Teachers will spend 15 minutes per week developing their practice through evaluative blogging, triad coaching, practitioner enquiry, learning from research, or practitioner research. They are asked to select their top two choices for a method and provide a focus area by returning a form by November 17th.
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The document summarizes the education systems and mathematics teaching strategies of Australia, Canada, Denmark, Taiwan, and discusses potential applications in the Philippines. The key points are:
1. It provides an overview of the education systems of each country, including curriculum goals focused on student development and engagement.
2. It examines PISA test results in mathematics, science, and reading for each country.
3. It outlines different teaching strategies used in each country, such as constructivism in Australia, repetition and games in Canada, differentiation in Denmark, and spontaneity/interaction in Taiwan.
4. It suggests the best approaches from each country, like constructivism and authentic learning, could be applied to
Mathematical creativity
The document discusses mathematical creativity and ways to stimulate it. Mathematical creativity is defined as producing unusual and insightful solutions to problems irrespective of complexity. Characteristics of creativity include developing original ideas and having the freedom and willingness to change. To stimulate mathematical creativity, teachers should receive training in creative teaching skills and continuously improve. A creative environment can be developed through well-equipped classrooms, open discussion of problems, and adequate time and resources to explore new issues. Various teaching methods beyond lectures can also be used, such as debates and group projects, to develop creative self-study habits among students.
LSP102 Lesson Planning in Lesson Study
This document provides an overview of lesson study, a form of professional development where teachers collaboratively research, plan, teach, observe and discuss lessons. It includes:
- Information on stages of lesson study such as identifying a professional learning goal, planning lessons, conducting research lessons and post-lesson discussions.
- Examples of how lesson study is conducted around the world and adapted in different contexts such as pre-service teacher training.
- Details on tools used in lesson study such as maintaining lesson study data and documentation of meetings, lesson plans, observations and student work related to identified professional learning goals.
Explicit teacher modelling
This document discusses explicit teacher modeling as an instructional strategy. It defines explicit teacher modeling as clearly demonstrating a math skill or concept through multi-sensory examples and thinking aloud. The teacher breaks down the skill into parts, models examples and non-examples, and provides cues and feedback. After modeling a concept at least three times, the teacher scaffolds instruction so students can practice with support. When implementing, the teacher ensures prerequisites are met, provides a meaningful context, thinks aloud, checks for understanding, and maintains a clear pace while modeling at least three times before scaffolding.
Math workshop for primary teachers
The document discusses teaching mathematics concepts through big ideas and problem solving. It describes big ideas as large networks of interrelated concepts that students understand as whole chunks. Teachers should explicitly model big ideas and have students actively discuss and reflect on them. Examples of big ideas in geometry include properties of shapes and geometric relationships. The document provides strategies for structuring the classroom and lessons to encourage problem solving, communication, and assessing student understanding of big ideas through observation, interviews, student work and self-assessment.
Problem solving powerpoint no narration
The document discusses several studies that examine the use of open-ended problems and problem-based learning in mathematics education. It describes how open-ended problems that allow for multiple solutions can improve students' divergent thinking skills compared to multiple choice or algorithm-based questions. Several studies found that problem-based learning approaches enhanced students' self-confidence, organization, attention, and willingness to participate when compared to traditional expository teaching methods. However, the document also notes some challenges in implementing problem-based learning, including the need for regular use and connection to multiple disciplines.
Mathematisation and Contextualisation
The document discusses strategies for improving mathematics learning for Aboriginal students. It focuses on two approaches: mathematisation, which involves relating everyday experiences to mathematical concepts, and contextualisation, which foregrounds mathematics in contexts students can relate to. The Alberton cluster model uses these approaches across grades 3-5 through an integrated numeracy program related to community projects. The goal is to develop students' mathematical resilience and ability to transfer skills by strengthening their engagement and confidence in mathematics.
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This document discusses how to assure coherence of ideas in a thesis or dissertation. It defines coherence of ideas as logical connections between ideas that are related to achieve the study's purpose. To achieve coherence, ideas in each chapter must follow the same line of thought, especially regarding the problem, purpose, research question, theoretical framework, and methodology. Tools to build coherence include focusing on a central interest and ensuring all aspects of the study reflect that focus through harmonic connections. The document provides an example of an incoherent study and shows how to make the ideas coherent by focusing them on traditional reading strategies. It emphasizes practicing coherence by writing a research problem, purpose, question, framework, and method that logically connect.
New math pdu braun
The teachers implemented a Problem-Solving Professional Development Unit (PDU) to address students' difficulties with problem solving and align their instructional approaches. Through rigorous problem solving, talk moves, and math congress, students improved in problem solving skills, communication, and mindset. Pre/post-test data, work samples, and surveys showed positive results. Teachers also enhanced their ability to facilitate discussions and will continue expanding these strategies.
Classroom Action Research
This document provides an overview of action research and the steps involved in conducting action research as a teacher. It discusses that action research involves teachers taking a self-reflective, critical and systematic approach to exploring their own teaching contexts. The key steps outlined are planning, action, observation, and reflection. Planning involves identifying an area of focus, developing research questions, and preparing materials. During the action stage, teachers collect and analyze both qualitative and quantitative data. Observation methods include checklists, notes, recordings and photographs. Non-observation methods include interviews, questionnaires, journals and reviewing documents. Reflection involves analyzing and interpreting the data, assessing outcomes, and planning next steps to improve teaching practice.
Resilience powerpoint
The document discusses the importance of developing mathematical resilience in students. Mathematical resilience refers to a student's ability to adapt and persist when facing new or difficult mathematical concepts. The key aspects of mathematical resilience include students taking responsibility for their own learning, having confidence to try new strategies, and viewing challenges as opportunities to grow. Successful students demonstrate resilience through a growth mindset, self-reflection, adapting their approaches, collaborating with peers, and finding purpose and meaning in their learning. The classroom aims to cultivate resilience by emphasizing open-ended problem solving, strategy use, process over answers, and celebrating student discoveries and achievements.
Effective Walkthroughs in Math and ELA Classrooms
Participants will be introduced to a model for conducting effective and focused walkthroughs that are grounded in research-based teaching strategies, the necessary look-fors in rigorous ELA and Math classrooms, and how to engage teachers in reflective conversations on teaching and learning.
In this webinar you will learn:
how to conduct effective walkthroughs in your schools
how to identify the necessary look-fors in Math and ELA classrooms
how to engage in reflective and robust conversations with teachers
P roblem solving
This document outlines a problem-solving method used in science and math classes. It involves clearly defining a problem, generating tentative solutions, pursuing the closest scientific guess through investigation like experiments or observations, and formulating conclusions. Problem-solving skills include clarifying the problem, brainstorming ideas, planning an approach, trying the plan, and revising if it does not solve the problem. An example "egg-citing" experiment is provided where students must design a container from given materials to protect a raw egg from breaking when dropped from 10 meters. Guide questions relate to forces like gravity and air resistance.
Action research on grading and assessment practices of grade 7 mathematics
The document discusses changes made to the 7th grade math program, including shifting to a grading system that emphasized summative assessments over assignments. Test scores and student surveys showed benefits from this change, such as higher test scores and students reporting improved learning and lower stress. The grading change aimed for students to take responsibility as learners through mastery-based assessments rather than multiple chances. Differentiated practice levels and targeted test preparation helped students learn effectively.
5 E instructional model
Outlines the 5 Es of quality instruction so students will engage, explore, explain, elaborate and evaluate.
Concluding Lesson Study
This document discusses the process of concluding a lesson study. It provides examples of typical lesson study reports which include the professional learning goal, unit description, lesson plans, key findings from research lessons, and evidence from observations. The key findings are discussed and then an action plan is developed based on the findings to improve future instruction, such as using anchor tasks in mathematics lessons or basing all language lessons around a central anchor text.
10-innovative-methods.pptx
This article discusses innovative teaching methods for science education in junior secondary schools. It begins by defining key concepts like approach, strategy, technique and method. It then describes 10 innovative teaching methods: reflective teaching, inductive method, inquiry method, problem solving method, cooperative learning method, peer teaching method, simulation method, observation method, blended learning method, and gamification method. For each method, it provides the characteristics, strategies and advantages. It concludes that these learner-centered innovative methods can improve student engagement and learning outcomes compared to traditional teaching approaches.
Inquiry Learning Presentation
The document discusses inquiry-based learning, an approach that engages students in investigating topics through questioning, problem-solving, and developing their own understanding. It provides definitions and benefits of inquiry learning, examples of different levels of inquiry from teacher-directed to student-directed, and recommends instructional strategies like simulations, projects, field studies and demonstrations. The goal is to develop lifelong learners who can build knowledge and think critically about the world.
Intelligent Adaptive Learning - An Essential Element of 21st Century Teaching...
Providing truly differentiated, individualized instruction has been a goal of educators for decades, but new technologies available today are empowering schools to implement this form of education in a way never before possible. Intelligent adaptive learning software is able to tailor instruction according to each student’s unique needs, understandings and interests while remaining grounded in sound pedagogy.
Attend this web seminar to hear the latest findings from Cheryl Lemke, of the research firm Metiri Group, about how intelligent adaptive learning works, the role the technology can play in raising student achievement, and the research base required for districts to invest wisely in these new tools.
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1. The document summarizes an action research project examining ways to improve teaching and learning in KS3 RE. It looks at redesigning assessment feedback sheets and observing current teaching practices.
2. Student and teacher feedback indicated that the redesigned feedback sheets with features like sentence starters and a clearer layout were an improvement over the original.
3. Learning walks observed best practices like positive praise, but also areas for development like allowing more discussion time. Overall feedback was positive about KS3 RE teaching and learning.
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Setting up maths learning communities - presented by Matt Aukett and Christine Abercrombie at the PMA symposium, Waipuna Lodge, Auckland, March 21.
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This document provides information about teacher research projects and activities taking place in January. It encourages teachers to choose a research method and focus for their project. Teachers will spend 15 minutes per week developing their practice through evaluative blogging, triad coaching, practitioner enquiry, learning from research, or practitioner research. They are asked to select their top two choices for a method and provide a focus area by returning a form by November 17th.
Different teaching strategies in mathematics by Rutchel T. Regarido
The document summarizes the education systems and mathematics teaching strategies of Australia, Canada, Denmark, Taiwan, and discusses potential applications in the Philippines. The key points are:
1. It provides an overview of the education systems of each country, including curriculum goals focused on student development and engagement.
2. It examines PISA test results in mathematics, science, and reading for each country.
3. It outlines different teaching strategies used in each country, such as constructivism in Australia, repetition and games in Canada, differentiation in Denmark, and spontaneity/interaction in Taiwan.
4. It suggests the best approaches from each country, like constructivism and authentic learning, could be applied to
Mathematical creativity
The document discusses mathematical creativity and ways to stimulate it. Mathematical creativity is defined as producing unusual and insightful solutions to problems irrespective of complexity. Characteristics of creativity include developing original ideas and having the freedom and willingness to change. To stimulate mathematical creativity, teachers should receive training in creative teaching skills and continuously improve. A creative environment can be developed through well-equipped classrooms, open discussion of problems, and adequate time and resources to explore new issues. Various teaching methods beyond lectures can also be used, such as debates and group projects, to develop creative self-study habits among students.
LSP102 Lesson Planning in Lesson Study
This document provides an overview of lesson study, a form of professional development where teachers collaboratively research, plan, teach, observe and discuss lessons. It includes:
- Information on stages of lesson study such as identifying a professional learning goal, planning lessons, conducting research lessons and post-lesson discussions.
- Examples of how lesson study is conducted around the world and adapted in different contexts such as pre-service teacher training.
- Details on tools used in lesson study such as maintaining lesson study data and documentation of meetings, lesson plans, observations and student work related to identified professional learning goals.
Explicit teacher modelling
This document discusses explicit teacher modeling as an instructional strategy. It defines explicit teacher modeling as clearly demonstrating a math skill or concept through multi-sensory examples and thinking aloud. The teacher breaks down the skill into parts, models examples and non-examples, and provides cues and feedback. After modeling a concept at least three times, the teacher scaffolds instruction so students can practice with support. When implementing, the teacher ensures prerequisites are met, provides a meaningful context, thinks aloud, checks for understanding, and maintains a clear pace while modeling at least three times before scaffolding.
Math workshop for primary teachers
The document discusses teaching mathematics concepts through big ideas and problem solving. It describes big ideas as large networks of interrelated concepts that students understand as whole chunks. Teachers should explicitly model big ideas and have students actively discuss and reflect on them. Examples of big ideas in geometry include properties of shapes and geometric relationships. The document provides strategies for structuring the classroom and lessons to encourage problem solving, communication, and assessing student understanding of big ideas through observation, interviews, student work and self-assessment.
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The document discusses several studies that examine the use of open-ended problems and problem-based learning in mathematics education. It describes how open-ended problems that allow for multiple solutions can improve students' divergent thinking skills compared to multiple choice or algorithm-based questions. Several studies found that problem-based learning approaches enhanced students' self-confidence, organization, attention, and willingness to participate when compared to traditional expository teaching methods. However, the document also notes some challenges in implementing problem-based learning, including the need for regular use and connection to multiple disciplines.
Mathematisation and Contextualisation
The document discusses strategies for improving mathematics learning for Aboriginal students. It focuses on two approaches: mathematisation, which involves relating everyday experiences to mathematical concepts, and contextualisation, which foregrounds mathematics in contexts students can relate to. The Alberton cluster model uses these approaches across grades 3-5 through an integrated numeracy program related to community projects. The goal is to develop students' mathematical resilience and ability to transfer skills by strengthening their engagement and confidence in mathematics.
Assuring coherence of ideas
This document discusses how to assure coherence of ideas in a thesis or dissertation. It defines coherence of ideas as logical connections between ideas that are related to achieve the study's purpose. To achieve coherence, ideas in each chapter must follow the same line of thought, especially regarding the problem, purpose, research question, theoretical framework, and methodology. Tools to build coherence include focusing on a central interest and ensuring all aspects of the study reflect that focus through harmonic connections. The document provides an example of an incoherent study and shows how to make the ideas coherent by focusing them on traditional reading strategies. It emphasizes practicing coherence by writing a research problem, purpose, question, framework, and method that logically connect.
New math pdu braun
The teachers implemented a Problem-Solving Professional Development Unit (PDU) to address students' difficulties with problem solving and align their instructional approaches. Through rigorous problem solving, talk moves, and math congress, students improved in problem solving skills, communication, and mindset. Pre/post-test data, work samples, and surveys showed positive results. Teachers also enhanced their ability to facilitate discussions and will continue expanding these strategies.
Classroom Action Research
This document provides an overview of action research and the steps involved in conducting action research as a teacher. It discusses that action research involves teachers taking a self-reflective, critical and systematic approach to exploring their own teaching contexts. The key steps outlined are planning, action, observation, and reflection. Planning involves identifying an area of focus, developing research questions, and preparing materials. During the action stage, teachers collect and analyze both qualitative and quantitative data. Observation methods include checklists, notes, recordings and photographs. Non-observation methods include interviews, questionnaires, journals and reviewing documents. Reflection involves analyzing and interpreting the data, assessing outcomes, and planning next steps to improve teaching practice.
Resilience powerpoint
The document discusses the importance of developing mathematical resilience in students. Mathematical resilience refers to a student's ability to adapt and persist when facing new or difficult mathematical concepts. The key aspects of mathematical resilience include students taking responsibility for their own learning, having confidence to try new strategies, and viewing challenges as opportunities to grow. Successful students demonstrate resilience through a growth mindset, self-reflection, adapting their approaches, collaborating with peers, and finding purpose and meaning in their learning. The classroom aims to cultivate resilience by emphasizing open-ended problem solving, strategy use, process over answers, and celebrating student discoveries and achievements.
Effective Walkthroughs in Math and ELA Classrooms
Participants will be introduced to a model for conducting effective and focused walkthroughs that are grounded in research-based teaching strategies, the necessary look-fors in rigorous ELA and Math classrooms, and how to engage teachers in reflective conversations on teaching and learning.
In this webinar you will learn:
how to conduct effective walkthroughs in your schools
how to identify the necessary look-fors in Math and ELA classrooms
how to engage in reflective and robust conversations with teachers
P roblem solving
This document outlines a problem-solving method used in science and math classes. It involves clearly defining a problem, generating tentative solutions, pursuing the closest scientific guess through investigation like experiments or observations, and formulating conclusions. Problem-solving skills include clarifying the problem, brainstorming ideas, planning an approach, trying the plan, and revising if it does not solve the problem. An example "egg-citing" experiment is provided where students must design a container from given materials to protect a raw egg from breaking when dropped from 10 meters. Guide questions relate to forces like gravity and air resistance.
Action research on grading and assessment practices of grade 7 mathematics
The document discusses changes made to the 7th grade math program, including shifting to a grading system that emphasized summative assessments over assignments. Test scores and student surveys showed benefits from this change, such as higher test scores and students reporting improved learning and lower stress. The grading change aimed for students to take responsibility as learners through mastery-based assessments rather than multiple chances. Differentiated practice levels and targeted test preparation helped students learn effectively.
5 E instructional model
Outlines the 5 Es of quality instruction so students will engage, explore, explain, elaborate and evaluate.
Concluding Lesson Study
This document discusses the process of concluding a lesson study. It provides examples of typical lesson study reports which include the professional learning goal, unit description, lesson plans, key findings from research lessons, and evidence from observations. The key findings are discussed and then an action plan is developed based on the findings to improve future instruction, such as using anchor tasks in mathematics lessons or basing all language lessons around a central anchor text.
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- 1. Aims of the session • Why inquiry maths? • How do I run an inquiry lesson? • Where can you find resources and information? Caitriona Martin @mrsmartinmaths
- 2. Andrew Blair developed inquiry prompts and created the website www.inquirymaths.com. He leads a maths department in Brighton. Follow Andrew @inquirymaths on twitter.
- 3. 24 x 21 = 42 x 12
- 4. Why Inquiry Maths? Ofsted: Made to Measure (2012) • Problem solving is rarely integral to learning; instead, tended to be an activity that occurred towards the end of topic – did not place students in position of thinking deeply about how to solve the problem (69) or of drawing on their previous knowledge, and grappling with applying it in a new, unusual or complex context. (71) • In the best schools, topics are introduced by presenting a suitable problem and inviting students to use knowledge in innovative ways. (103) Inquiry Maths
- 5. KS3 Programme of Study (from September 2014) inquiry maths
- 6. FIG Friday (once per fortnight) •Functional •Inquiry •Groupwork
- 7. What’s so different to ‘normal’ classrooms?
- 10. Think like a mathematician
- 11. Vygotsky Students learn to regulate their own thinking when their behaviour is regulated by collaborators in social activity and when they regulate the thinking of others. Inquiry Maths
- 12. Regulatory cards Inquiry Maths
- 16. www.oeis.org Numbers that are congruent to {0,2} mod 6.
- 18. How open should the inquiry be?
- 19. Setting the level of the prompt Currently ZPD CURRENT out of reach (2,3) (6,12)