# data[].attributes.attachment_link.readable_text
Angles: compass directions Video 27b Practice Questions

Area: quarter-circle Video 47a Practice Questions

Averages: combined mean Video 53a Practice Questions Textbook Exercise

Averages: mode (frequency table) Video 56a

Averages: range (frequency tables) Video 57a

Averages: Quartiles Video 57b Practice Questions

Circles: perimeter - quarter-circle Video 62a Practice Questions

Circle theorems proof: right angle in a semi-circle Video 65a Practice Questions

Circle theorems proof: angles at circumference\centre Video 65b Practice Questions

Circle theorems proof: angles in the same segment Video 65c Practice Questions

Circle theorems proof: cyclic quadrilaterals Video 65d Practice Questions

Circle theorems proof: alternate segment theorem Video 65e Practice Questions

Circle theorems proof: radius and tangent proof Video 65f Practice Questions

Circle theorems proof: Textbook Exercise

Constructions: loci part 3 Video 77 Practice Questions Textbook Exercise

Coordinates: 3D Video 86 Practice Questions

Data handling cycle Video 89 Practice Questions

Dimensional analysis Video 97 Practice Questions

Division: long division Video 98a

Enlargements: ray method Video 109 Practice Questions

Equations: involving fractions Video 111 Practice Questions Textbook Exercise

Equations: x squared Video 116a Practice Questions

Equations: Think of a number Video 116b Practice Questions

Factorisation: splitting the middle Video 119a Textbook Exercise

Factorisation: difference of 2 squares Video 120 Practice Questions Textbook Exercise

Fractions: finding the midpoint Video 141a Practice Questions

Graphs composite bar charts Video 148a

Graphs: dual bar charts Video 148b

Graphs: misleading graphs Video 160a

Graphs: real life linear graphs Video 171a

Linear graphs: real life Video 198a

Money - See Video 400 or click here for collection

Multiplication: grid method Video 199 Practice Questions Textbook 1 Textbook 2

Multiplication: column method Video 200 Practice Questions Textbook 1 Textbook 2

Multiplication: times tables Video 204a Textbook Exercise

Number: odd and even numbers Video 221a Practice Questions

Number: product of primes (squares/cubes) Video 223a Practice Questions Textbook

Percentages: simple interest Video 236a Practice Questions Textbook Exercise

Proportion: unitary method Video 255a Practice Questions Textbook Exercise

Proportion: Graphs Video 255b

Proportion: Time Video 255c

Pythagoras: area of a regular hexagon Video 262 Practice Questions

Quadratic graphs: sketching using key points Video 265 Textbook Exercise

Quadratic graphs: finding turning point Video 265a Practice Questions

Quadratic graphs: line of symmetry Video 265b

Quadratics: solving (factorising) Video 266 Practice Questions Textbook 1 Textbook 2

Quadratics: solving graphically Video 267c Practice Questions Textbook Exercise

Quadratics: solving graphically advanced Video 267d Practice Questions

Questionnaires Video 268 Practice Questions

Ratio: express as fractions or % Video 269a Practice Questions Textbook Exercise

Ratio: given two ratios Video 271a Textbook Exercise

Ratio: difference between Video 271b Textbook Exercise

Ratio: expressing as 1:n Video 271c Textbook Exercise

Ratio: equations/ratios Video 271d

Ratio: solving problems 1 Video 271e Textbook Exercise

Sampling: using samples Video 281a

Sampling: random Video 282 Practice Questions

Scales and maps Video 283 Practice Questions

Sequences: nth term for fractional sequences Video 289 Textbook Exercise

Similar shapes: definition Video 291 Practice Questions

Similar shapes: further Video 294 Practice Questions

Simultaneous equations (substitution, both linear) Video 296 Practice Questions

Simultaneous equations (graphical) Video 297 Textbook Exercise

Surface area: mixture Video 309 Practice Questions

Surface area: other prisms Video 312

Transformations: mixture Practice Questions

Transformations of graphs Video 323 Practice Questions

Transformations of trigonometric graphs Video 324 Practice Questions

Trigonometry: sine rule (ambiguous case) Video 334a Textbook Exercise

Trigonometry: area of a triangle Video 337 Proof Practice Questions Textbook Exercise

Types of data: primary & secondary Video 343a Practice Questions Textbook Exercise

Types of graph: cubics Video 344 Practice Questions

Types of graph: exponential Video 345 Practice Questions

Types of graph: reciprocal Video 346 Practice Questions

Types of graph: mixture

Units: types of metric and imperial unit Video 347 Practice Questions

Units: Converting imperial units for length Video 348a Practice Questions

Units: Converting imperial units for mass Video 348b Practice Questions

Units: Converting imperial units for capacity Video 348c Practice Questions

Units: metric to imperial (length) Video 349d Practice Questions

Units: metric to imperial (mass) Video 349e Practice Questions

Units: metric to imperial (capacity) Video 349f Practice Questions

Vectors Video 353 Practice Questions

Views: front/side elevation and plan view Video 354 Practice Questions

Volume: Frustum Video 360a Textbook Exercise

Additional Topics

Flow Charts Video 364 Practice Questions

Geometric Proof Video 366

Identities: Equating coefficients Video 367 Practice Questions

Identities, Formula, Equations etc Video 367a Practice Questions

Intersecting Chord Theorem Video 368a Practice Questions

Intersecting Secant Theorem Video 368b Practice Questions

Quadratic graph (completing the square) Video 371

Equation of a Tangent to a Circle Video 372 Practice Questions

Iteration Video 373 Practice Questions

Iterative Processes Video 373a

Change of Sign Video 373a Practice Questions

Arithmetic progressions Video 374

Geometric progressions Video 375

Set notation Video 379

Venn Diagrams Video 380 Practice Questions

Shortest distance from point to a line Video 381 Textbook Exercise

Time series Video 382

Population Density Video 384a Practice Questions

Invariant Points Video 392 Textbook Exercise

Simultaneous Equations (3 Unknowns) Video 393 Textbook Exercise

Measuring Lines Video 397 Practice Questions

Drawing Lines Video 397a Practice Questions

Money: Coins Video 400a Practice Questions

Money: Change Video 400b

Money: Buying Video 400c Practice Questions

Money: Regular Payments Video 400d Practice Questions

Money: Bills Video 400e

Money: Discounts Video 400f Practice Questions

Money: VAT Video 400g Practice Questions

Money: Wages Video 400h Practice Questions

Money: Bank Statements Video 400i Practice Questions

Money: Tax Video 400j Practice Questions

Money: Cost per kg Video 400k Practice Questions

Money: Cost per litre Video 400l Practice Questions

Money: Cost per metre Video 400m Practice Questions

Money: Reading meters Video 400n

Money: Profit Video 400p Practice Questions

Money: Greatest/Maximum Video 400q Practice Questions

Money: Estimation Video 400r Practice Questions

Money: Midpoint Video 400s Practice Questions

# data[].attributes.attachment_link.description
Videos, Practice Questions and Textbook Exercises on every Secondary Maths topic

# data[].attributes.body
paper based, video and others

# data[].attributes.attachment_link.provider_name
Interactive Maths - The Interactive Way to Teach Mathematics

# data[].attributes.attachment_link.description
An index of all the QuickQuestion Interface activities available. These generate inifinitely many random questions on a range of topics, each with settings choices, for use on the IWB.

# data[].attributes.body
Teaching guide and additional resources

# data[].attributes.attachment_link.title
Mathematical Mindset Teaching Guide, Teaching Video and Additional Resources - YouCubed

# data[].attributes.attachment_link.description
We have designed a Mathematical Mindset Guide to help teachers create or strengthen a growth mindset culture. This guide contains five Mathematical Mindset Practices along with links to teaching videos. […]

# data[].attributes.headline
Free training videos for using ICT in lessons

# data[].attributes.subject
Free training videos for using ICT in lessons

# data[].attributes.attachment_link.description
Privacy Policy Copyright © 2023. Teacher Training Videos. Designed by Harborne Computers. Teacher Training Videos.com is a registered company in the UK No. 8916914. Company Address: 21 Rusland Park Road, Harrow, Middlesex, UK.

# data[].attributes.body
For yourself or your learners

# data[].attributes.attachment_link.title
Free Online Diploma and Certificate Level Training Courses | Alison

# data[].attributes.attachment_link.description
Study, learn, upskill and certify for free at your own pace with 1000+ free online courses at certificate and diploma level. Educate and empower yourself!

# data[].attributes.body
Use the list on the right to see more

# data[].attributes.attachment_link.description
When we format cells in Excel, we change the appearance of a number without changing the number itself. We can apply a number format (0.8, $0.80, 80%, etc) or other formatting (alignment, font, border, etc).

# data[].attributes.attachment_link.description
A simple chart in Excel can say more than a sheet full of numbers. As you'll see, creating charts is very easy.

# data[].attributes.body
Exploring personal language use

# data[].attributes.body
Differences between US & UK English

# data[].attributes.attachment_link.title
Conversion and Compound Measures (new).docx

# data[].attributes.attachment_link.title
Distance Time Graphs-  Matching Activity complete.docx

# data[].attributes.body
Flash cards to be used as required

# data[].attributes.body
From Alan

# data[].attributes.attachment_link.title
Eye Halve a Spelling Chequer - Question Sheet

# data[].attributes.body
Resources for teaching English

https://www.teachingenglish.org.uk/teaching-teens/resources - Teens
https://www.teachingenglish.org.uk/teaching-adults/resources - Adults

# data[].attributes.body
Links to English resources

# data[].attributes.body
Integrated quizzes, polls & surveys

# data[].attributes.attachment_link.title
Teachable: Sell Courses, Coaching and Digital Downloads

# data[].attributes.attachment_link.description
Create & sell online courses and coaching with the best online course platform used by the entrepreneurs to sell $500m+ to over 18 million students. Try it free.

# data[].attributes.body
Use TED talks or other youtube video

# data[].attributes.attachment_link.description
TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

# data[].attributes.body
To support teaching of Maths and English

# data[].attributes.attachment_link.description
Getting assessment right is critical at all stages of the learning journey. These guidelines for assessment and tracking in maths and English were co-created with the sector. They set out clear expectations of effective practice in assessment for learning, providing a framework for organisations as well as individual teachers and trainers.

# data[].attributes.body
Interactive lesson software

# data[].attributes.attachment_link.title
Nearpod: Foster a love of learning in every student

# data[].attributes.attachment_link.description
Create active learning experiences students can’t wait to be a part of.

# data[].attributes.body
Looks like a good lesson/session creation tool

# data[].attributes.body
Interesting paper with suggestions for maths teaching

# data[].attributes.attachment_link.description
Download PDF Fluency Without Fear: Research Evidence on the Best Ways to Learn Math Facts By Jo Boaler, Professor of Mathematics Education, co-founder youcubed With the help of Cathy Williams, […]

# data[].attributes.body
Interactive and workbook resources for English & Maths
IT resources follow same format as tests

# data[].attributes.body
Observations

# data[].attributes.body
Website based at Stanford University US promoting maths teaching

# data[].attributes.attachment_link.description
At youcubed, we inspire, educate and empower teachers of mathematics, transforming the latest research on mathematics learning into accessible and practical forms.

# data[].attributes.headline
Summary of a Research project aimed at improving English and Maths teaching for WBL

# data[].attributes.subject
Summary of a Research project aimed at improving English and Maths teaching for WBL

# data[].attributes.body
https://learningfuturesproject.wordpress.com/

# data[].attributes.headline
ETF FS Webinar -  New materials and approaches to support teaching & learning

# data[].attributes.subject
ETF FS Webinar -  New materials and approaches to support teaching & learning

# data[].attributes.body
https://booking.etfoundation.co.uk/course/details/264?return=browse

# data[].attributes.body
Instructional strategies missing from teaching

# data[].attributes.attachment_link.provider_name
Education Week - Classroom Q&A With Larry Ferlazzo

# data[].attributes.attachment_link.readable_text
The new question-of-the-week is:
What is an instructional strategy and/or teaching concept that you think is under-used/under-appreciated in the classroom that you think should be practiced more widely?
In Part One, Kathy Glass, Amber Chandler, Carol Salva, Jennifer Davis Bowman, and Janet Allen proposed their "nominees." You can listen to a 10-minute conversation I had with Kathy, Amber, Carol, and Jennifer on my BAM! Radio Show. You can also find a list of, and links to, previous shows here.

Today's contributors are Jo Boaler, Katie Brown, Rachael George, Laura Greenstein, Dan Rothstein, David Jacob, and Greg Brown.
Response From Jo Boaler
Jo Boaler is professor of mathematics education at Stanford University, co-founder of youcubed, and author of Mathematical Mindsets: Unleashing Students Potential through Creative Math, Inspiring Messages and Innovative Teaching. Contact: [email protected]:
For centuries, mathematics classes have focused on numbers, expressions and equations. This is especially true of elementary school mathematics and the algebra taught in middle and high school. But new brain research is showing that our brains think visually about mathematics and even when we perform a bare number calculation five different pathways are involved, two of which are visual (Menon, 2014). When students are asked to visualize while studying mathematics, their achievement and engagement increase significantly (see for example Reimer & Moyer-Packenham, 2005; Boaler, 2016). Asking students to think visually and encouraging them to come up with their own visual representations is different from seeing a visual representation given by a textbook or teacher. In any mathematics teaching situation, a teacher can ask students how they see the questions and ideas, and prompt them to represent their thinking visually. Teachers could, for example, ask students to come up with different ways to solve 18 x 5, and then show them examples of visual representations of the equation, such as those below. Teachers can then ask students to come up with their own visual and numerical solutions to other questions. Additionally, working with a number-line representation of quantity has been shown in cognitive studies to be extremely important for the development of numerical knowledge and a precursor of children's academic success (Kucian et al., 2011; Hubbard et al., 2005, Siegler & Booth, 2004; Schneider et al., 2009). Researchers found that after four, 15-minute sessions of playing a game with a number line, differences in knowledge between students from low-income backgrounds and those from middle-income backgrounds were eliminated (Siegler & Ramani, 2008). The students think about the number of squares in the border in many different ways, shown below. I ask them to think visually, then numerically and eventually algebraically. To engage students in productive visual thinking, you can ask them at regular intervals how they see mathematical ideas and invite students to draw what they see. When mathematics classrooms focus on numbers, status differences between students often emerge, to the detriment of classroom culture and learning. Some students declare that the work is "easy" or "hard," or announce they have "finished" after racing through a worksheet. But when the same content is taught visually, it is my experience that the status differences disappear. It seems possible that visual mathematics may contribute to equity, in valuing students' thinking in different ways, as well as encouraging deep engagement. I have found that all students I teach are excited to see mathematical ideas, and from there they develop higher levels of understanding and performance (see also Boaler, 2016). Other mathematicians described Maryam's important theories as "beautiful," "stunning," and connecting previously unconnected theories in mathematics. Many children go through hundreds of hours of calculating, only ever seeing numbers and symbols. But mathematicians rarely, if ever, solve a problem without visual representations. As West reflects: "It's masochism for a mathematician to do without pictures" (2004, p 27). Why? The mathematics was open, creative and visual. When teachers encourage and celebrate the many ways students see and think about ideas, mathematics classrooms become more exciting places-for teachers and for students. Visual mathematics activities promote deep engagement, new understandings and visual brain activity. Perhaps most importantly, they also show students that mathematics can be an open, creative and beautiful subject that they can appreciate, see and understand deeply. Editor's Note: The reference list for Jo's response was a lengthy one. Instead of publishing theme here, or you can find them on this downloadable document.
Response From Katie Brown As students think about visuals and numbers together, they will exercise different brain areas and encourage communication between brain areas. Growing evidence suggests that communication between brain areas is critical for brain growth. Researchers recently concluded that what distinguishes 'geniuses' from others is the additional communication they have between different brain areas (National Geographic, 2017 We know that the teacher-student relationship is imperative for learning. Students need to feel safe and competent academically, emotionally and socially. As Rita Pierson reminds us in her famous TED Talk, Every Kid Needs a Champion: "Students don't learn from teachers they don't like." There is nothing more important in education than building rapport and trust with our students. One teaching strategy guaranteed to build positive rapport is greeting students at the door Greeting students at the door may seem simple, but how many teachers actually do it? The realities of preparing lessons, organizing the classroom, checking e-mail, problem solving tech glitches, making copies, and conferring with students usually suck up all the time before class. These tasks often take priority over standing in the doorway before that first student arrives. But, greeting students at the door is well worth the effort. Greeting students at the door sends many important messages. First, it starts the day off with a positive interaction. Greeting students with a smile and warm welcome shows them that today is a new day, regardless of what may have occurred yesterday. Second, this simple act allows teachers to connect with each student personally. You can quickly gauge the emotional state of your students and have a one-on-one chat about their lives. This positive interaction supports the emotional needs of our students so they can engage in learning. Everything we say and do (or don't say or do) communicates a message. Think about a time when you entered a room for a meeting or an event and you were not greeted by anyone. It feels uncomfortable and isolating. Now think of a time when you entered a room and were greeted immediately. When people are excited to see you, you feel welcome, your feelings of uneasiness decrease, and you feel more motivated to engage with others. Greeting students at the door is an ideal strategy to bond with students regardless of their age or grade level. It starts the day with feelings of inclusion, safety, trust and joy. And we all could use more joy in our lives.
Response From Rachael George . Every day. Three words-timed pair share. This is a simple easy to use strategy and much more effective than a traditional turn and talk. Don't believe me? Just picture a time when you were sitting next to someone like me who likes to talk. My guess is that a question was posed and you were given time to talk to your shoulder partner. During the allotted time you had to listen to your partner go off passionately about the topic leaving you little, if any, time to respond with your own thoughts. Yep, that is turn and talk at its finest. A small tweak and totally underutilized structure is the timed pair share. As many of you know, this is again done with a shoulder partner but, instead of hogging the entire talking time, you are given a specific amount that you get to talk-without interruptions. Worried that you can't talk the entire time? Don't worry. In case you finish early or don't have much to say, your partner helps coach you with prompting questions. By creating a structured partnership, you provide equity of voice and your participation level increases significantly compared to just calling on students with equity sticks or hands in the air. We implemented this in our math classrooms this past year in the intermediate grades and saw a huge increase in student achievement and growth with our students from poverty, English Language Learners, and students with special needs. So while it may sound simple, this teacher and student move yields high results and is often overlooked.
Response From Laura Greenstein ). Cultivating Assessment AS a Learning Maximizer Assessment is something that comes at the end of teaching and learning: Right? Educators would most likely disagree and explain that assessment is more than a summative test or measure. Assidere, meaning to sit beside, is the Latin root of assessment and reflects its early use in determining the rate or merit of something. Assessment, rather than being done to students, means doing something with students to ascertain and monitor the pace or quality of learning or, even better, to engage students as efficacious assessors. And at best, to identify missteps and misconceptions that guide responses to student learning. With more student focused and embedded assessment comes empowerment and accountability. When the assessment is the learning, students become increasingly metacognitive, increasing their awareness of how they learn, taking responsibility for learning, and regulating those processes. As a result, self-confidence, and independence increase. Ideas for translating theory into routines of best practice are shown below. When assessment is seamlessly integrated throughout teaching and learning, these things happen:
Katie Brown is an ELL Specialist in Bellingham, Wash., and the 2014 Washington State Teacher of the Year. She works with students, teachers and families to best meet the needs of language learners:

Editor's Note: The next three responses talk about the use of the Question Formulation Technique (QFT):
Response From Dan Rothstein
Rachael George is a member of the ASCD Emerging Leaders Class of 2015 and currently serves as the principal of Sandy Grade School in the Oregon Trail School District. Prior to serving as an elementary principal, George was a middle school principal of an "outstanding" and two-time "Level 5: Model School" as recognized by the state of Oregon. George specializes in curriculum development and instructional improvement as well as working with at-risk students and closing the achievement gap. Connect with George on Twitter @runnin26:
There are many intriguing examples of innovative efforts to encourage personalized learning, project-based learning, inquiry-based learning, deeper learning, more deliberate scientific thinking models and more. There are also serious efforts to improve science teaching and learning through the Next Generation Science Standards and social studies instruction through the C3 Social Studies Framework. All of these are carefully designed to lead to students who are more engaged in their own learning, thinking more rigorously and critically about what they are learning and, eventually, can drive their own learning. In the six years since the Question Formulation Technique Here are two quick examples of how educators are driving adoption of the QFT in science and social studies as a way to support and highlight teacher-led innovation. Their enthusiasm for the QFT derives from its value as an Occam's Razor solution-using the simplest, most effective model-for the challenging task of promoting student inquiry. When speaking about what may be under-appreciated, we need to recognize that teachers' hard work is too often under-appreciated. They deserve teaching models and tools that make their jobs easier and bring greater joy to teaching and learning for both teachers and students.
Response From David Jacob (QFT) was introduced to educators via Make Just One Change: Teach Students to Ask Their Own Questions (As many states are adopting new science standards like the Next Generation Science Standards (NGSS), teachers are struggling with how to effectively teach the Science and Engineering Practices (SEP), which is one of the three dimensions of these new standards. These Practices are foundational to the way in which scientists and engineers approach their work. One of the goals of these new science standards is that students be able to investigate science and engineering through inquiry-based tasks, not just by reading informational texts. One of the SEPs that I found surprisingly challenging was "Asking Questions (for Science) and Defining Problems (for Engineering)." When I first started to implement this Practice with teachers during professional development, I was surprised by how much adult learners struggled to produce thoughtful or insightful questions about what they were learning or about the scientific phenomena they were shown. When a workshop participant started to form a question, we, as a group, would coach, support, and discuss the depth of the question. This process was productive but time-consuming and situational. My resulting question was, "Would teachers be able to help students produce similar results?" Then a colleague introduced me to the Question Formulation Technique (QFT). This protocol was a simple yet effective way to not only produce questions quickly but also to engage students in metacognition, specifically regarding questioning and devising actionable next steps based on prioritized questions. I quickly tried this protocol on my next group of adult learners, and not only was the protocol simple to execute, but the questions that evolved demonstrated deep thinking around the Question Focus that I gave them (an exploding seed pod that dispersed seeds https://www.ngssphenomena.com/#/exploding-seeds/As my team started to develop science curriculum for the second grade, we decided to infuse at least one lesson utilizing the QFT protocol into each of our units. We then had our 2nd grade teachers and curriculum writers test the protocol in their classrooms to get a sense of its appropriateness. We will be piloting this new science curriculum in about 24 classrooms in the Hudson Valley Region to gather more feedback. Our plan is to use the QFT protocol throughout the K-5 science curriculum to help students develop questions that will lead to inquiry-based investigations. Response From Greg Brown ). I knew immediately that the QFT protocol was a perfect match to help students achieve at least one of the Practices of the NGSS. The development of the National C3 Framework and New York State's adoption of the NYS Social Studies Framework in 2014 have left practitioners struggling to operationalize the four Dimensions of the C3 and the six Practices found in the NYS SS Framework. With emphasis being placed on Dimension 1 (Developing Questions and Planning Inquiries) and Practice A (Gathering, Interpreting, and Using Evidence), teachers are required to fundamentally shift their role from disseminators of information and content to inquiry guides. From a pedagogical standpoint, these shifts in instructional technique are supported by The Danielson Framework, Domain 3b (Using Questioning and Discussion Techniques), and Marzano's Art and Science of Teaching, Design Question 4 (What will I do to help students generate and test hypotheses about new knowledge?). However, as is often the case, transferring educational theory into practice can be a challenge, and student generated questioning is no exception. This struggle has resulted in classrooms where inquiry is often designed around teachers asking students questions and students relying on resources provided by the teacher to answer them. Consequently, an important opportunity to leverage student interest, voice, and motivation is missed, as true inquiry is diminished and replaced with an exercise rooted in task completion. This is where the Question Formulation Technique (QFT) comes into play. The QFT is an easy way for anyone to create and prioritize questions and then reflect on what they have learned (Convergent, Divergent, and Metacognition) before establishing next steps. I was introduced to the QFT at a statewide meeting of curriculum and staff developers last fall and have since had the opportunity to apply it to my work with students and teachers of all grade levels and content areas. The results have been astounding. Teachers are excited to turn over control to students, and students are empowered to take ownership of their learning. The QFT is an ideal way to build students' capacities to question the world around them, find answers to questions that matter, and become more accountable for their learning. In short, the QFT has allowed me and my colleagues to better realize one of the core tenets of the C3 Social Studies Framework and thereby help our students become the engaged, curious, and informed citizens of the future we desire. Harvard Education Press: 2011), we have seen remarkable ways educators have used the QFT to transform their classrooms into hubs of activity, alive with students asking questions and driving their own inquiry. There is now vast expertise in best practices in teaching students to ask their own questions in schools and districts all around the country.
A lifelong educator, Dr. Laura Greenstein has served as a teacher and school leader, professor and professional development specialist. Her passion for excellence in assessment is evident in her numerous books, articles, and blogs on the topic:

Assessment develops into a collaborative and mutual process

Insights into learning are used by both student and teacher

Assessment is visible, sticky, and transparent

Dan Rothstein is Co-Director of the Right Question Institute:

David Jacob is a curriculum designer and professional developer in the lower Hudson Valley region in New York. He is leading an elementary curriculum development project at PNW BOCES for regional school districts and provides professional development for all levels of science education. David has presented science curriculum development strategies at state and national science education conferences:

Dr. Gregory S. Brown is a curriculum and instructional specialist at PNW BOCES in New York's lower Hudson Valley where he coordinates the Integrated Social Studies/ELA Curriculum and a Blended Learning Consortium of High Schools. Dr. Brown's work focuses on building the capacity of teachers and leaders and he regularly speaks at conferences and provides professional development:
Just a reminder-you can subscribe and receive updates from this blog via email or RSS Reader. And, if you missed any of the highlights from the first six years of this blog, you can see a categorized list below. They don't include ones from this current year, but you can find those by clicking on the "answers" category found in the sidebar. This Year's Most Popular Q&A Posts Classroom Management Advice Race & Gender Challenges Implementing The Common Core Best Ways To Begin The School Year Best Ways To End The School Year Student Motivation & Social Emotional Learning Teaching Social Studies Project-Based Learning Using Tech In The Classroom Parent Engagement In Schools Teaching English Language Learners Student Assessment Brain-Based Learning Reading Instruction Writing Instruction Education Policy Issues Differentiating Instruction Math Instruction Science Instruction Advice For New Teachers Author Interviews Entering The Teaching Profession Administrator Leadership Teacher Leadership Relationships In Schools Professional Development Instructional Strategies
Thanks to Jo, Katie, Rachael, Laura, Dan, David, and Greg for their contributions!
Look for Part Three in a few days.
Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it's selected or if you'd prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo.

Anyone whose question is selected for this weekly column can choose one free book from a number of education publishers.

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It's titled Classroom Management Q&As: Expert Strategies for Teaching.

I am also creating a Twitter list including all contributers to this column.

# data[].attributes.attachment_link.title
Response: Instructional Strategies Teachers Might Be Missing

# data[].attributes.attachment_link.description
The new question-of-the-week is: What is an instructional strategy and/or teaching concept that you think is under-used/under-appreciated in the classroom that you think should be practiced more widely? In Part One, Kathy Glass, Amber Chandler, Carol Salva, Jennifer Davis Bowman, and Janet Allen proposed their "nominees."

# data[].attributes.body
18 min interview about maths teaching

# data[].attributes.body
Jo Boaler on Maths assessment

# data[].attributes.attachment_link.readable_text
I love math, but I know that I'm unusual. Math anxiety is a rampant problem across the country. Researchers now know that when people with math anxiety encounter numbers, a fear center in the brain lights up - the same fear center that lights up when people see snakes or spiders. Anxiety is not limited to low-achieving students. Many of the undergraduates I teach at Stanford University, some of the most successful students in the nation, are math traumatized. In recent interviews, students have told me that learning math in school was like being on a "hamster wheel" - they felt like they were running and running, without reaching any meaningful destination. A seventh grader told me that math learning was like prison, because his mind felt "locked up."

The problem is the performance culture in our schools, more present in math than in any other subject. Students believe that the purpose of math class is to demonstrate that they can quickly find the answers. An undergraduate recently told me that when she writes down her ideas, even when working alone, she expects someone to judge her. She's unable to think freely because she's afraid of writing something that isn't "smart enough." This kind of thought paralysis is the direct result of our emphasis on performance, which we urgently need to dial back. My research on math learners suggests that when students think they're in class to learn - to explore ideas and think freely - they understand more and achieve at higher levels than when they think the point is to get questions right.

A few years ago I taught a summer math camp for sixth and seventh graders using open, creative, visual math tasks. The students were not judged or graded, and the teachers valued and celebrated mistakes and struggle. At the end of the camp, some students described feeling "mathematically free." One said: "A lot of people think of school as prison - you don't have any freedom. But you have a lot of freedom in math camp. You can run wild, you can pass ideas by each other." For many people, the words "math" and "freedom" can't be put in the same sentence - because they're taught mathematics as a subject of rules, conformity and constant performance.

Most would agree that we want students to feel like their minds can "run wild" with ideas. But so many students experience the opposite feeling. Our grading and testing practices are largely responsible. It's bad enough when students receive grades at the end of each unit or course that tell them how capable they are, but technological advances like digital grade portals have meant that students can see where their grades stand, and when they change, every minute of every day. This has amplified the performance pressure on students. Research has shown that students only have to think they're being graded for their achievement to go down. Math teachers who replace grading with constructive written comments increase student's learning. I know the most freeing comment I give to my Stanford students is this: I am not going to give you a grade for this class. Do this for yourself, for your own learning.

The best mathematicians are often deep, slow thinkers - qualities that run contrary to what students are taught to prioritize and perform: speed. Some people thrive under the pressure to answer speedily in the classroom. Typically it's the fast calculators who've been made to feel superior to others - even though they're doing something that's really not useful or necessary today. I was one of those students myself once, and I also believed that math was all about fast calculation. But even students who are wrongly held up as the best mathematical thinkers suffer as they develop damaging ideas about the subject and about themselves. One of my Stanford students, labeled "gifted" from the first grade, was among her high school's best math students and a frequent competition winner - but she was not happy in school, because she was constantly under pressure. Most high-performers never get a chance to step off the performance hamster wheel. They run and run, never getting any closer to seeing the beauty of math, and when they get to college they continue running, or they give up and choose a different path.

Until we change the way we teach math to emphasize learning and exploration, rather than performance, we'll continue to produce students who describe their math experience as a hamster wheel, or worse, a prison. We'll continue to produce anxious students who experience fear when they see numbers. The performance culture of mathematics has destroyed a vibrant, essential subject for so many people. As schools have worked to encourage a few speedy calculators, they've neglected to teach the kind of creative, quantitative thinking that can open new worlds. If we encourage new generations of students who love learning and love math, we'll raise up kids who are prepared to take their place in society as free, empowered thinkers.

# data[].attributes.attachment_link.title
Math Class Doesn't Work. Here's the Solution

# data[].attributes.attachment_link.description
I love math, but I know that I'm unusual. Math anxiety is a rampant problem across the country. Researchers now know that when people with math anxiety encounter numbers, a fear center in the brain lights up - the same fear center that lights up when people see snakes or spiders.

# data[].attributes.body
The most watched TED talk on youtube

# data[].attributes.attachment_link.title
Do schools kill creativity? | Sir Ken Robinson

# data[].attributes.attachment_link.description
Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity. The TED Talks channel features the best talks and performances from the TED Conference, where the world's leading thinkers and doers give the talk of their lives in 18 minutes (or less).

# data[].attributes.body
Animated view of changing the education paradigm

# data[].attributes.attachment_link.title
RSA ANIMATE: Changing Education Paradigms

# data[].attributes.attachment_link.description
This RSA Animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award. The RSA is a 258 year-old charity devoted to driving social progress and spreading world-changing ideas.

# data[].attributes.body
Life Noggin short animations explaining stuff :-)

# data[].attributes.attachment_link.keywords[]
education science learning lifenoggin "life noggin" "life noggin youtube" "youtube life noggin" "life noggin channel" blocko edutainment "education channel" "education youtube" "youtube education" "life noggin patreon" "edutainment youtube" "life noggin face reveal" "life noggin 360" "life noggin minecraft" minecraft "outer space" "life noggin steven suptic" "life noggin nose bleed" "life noggin shower" "life noggin terraforming" "life noggin first video"

# data[].attributes.attachment_link.description
We are LIFE NOGGIN! An animated web show designed to teach you all about your awesome life and the brain that makes you able to live it! Keep On Thinking.

# data[].attributes.body
A sortable collection of English resources

# data[].attributes.attachment_link.title
191000+ English ESL free printable worksheets, EFL video lessons

# data[].attributes.attachment_link.description
A treasure trove of free English ESL handouts pdf & doc, slides, video quizzes with reading & listening comprehension exercises, vocabulary & grammar practice

# data[].attributes.body
English resources

# data[].attributes.attachment_link.description
Learn English with our free online listening, grammar, vocabulary and reading activities. Practise your English and get ready for your Cambridge English exam.

# data[].attributes.body
A variety of resources for English teachers

# data[].attributes.body
Interactive English resources

# data[].attributes.body
Make a word cloud - English & ICT together!

# data[].attributes.attachment_link.provider_name
wordle Is a website that combines vocabulary for all types of clouds in both Thai and Thai languages

# data[].attributes.attachment_link.title
HOME - wordle Is a website that combines vocabulary for all types of clouds in both Thai and Thai languages

# data[].attributes.attachment_link.description
Wordle is a wizard. "word cloud" from text as typed by the user The prominence of the cloud depends on the words that appear frequently in the original text. which can customize the characters according to the desired style, such as fonts, layout styles and font color Images created through Wordle can be used in...

# data[].attributes.attachment_link.title
Wordle Download How To Make and Save a Wordle.net Word Cloud Wordle Instructions

# data[].attributes.attachment_link.description
Wordle Download How To Make and Save a Wordle.net Word Cloud Find It Here--http://wordle.net---It's Free Wordle is a toy for generating "word clouds" from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes.

# data[].attributes.headline
Functional Skills revised content for English - first teaching Sept 2019

# data[].attributes.subject
Functional Skills revised content for English - first teaching Sept 2019

# data[].attributes.body
Video resources for ICT software

# data[].attributes.attachment_link.description
Top quality Computer Science resources for KS3, KS4, KS5

# data[].attributes.body
http://www.aspirationtraining.com/essential-skills/

We can work with our Wales colleagues to create more video resources

# data[].attributes.body
http://app.mathseverywhere.co.uk/#/intro

Useful website/app that can be used for different calculations at basic, intermediate  & advanced levels. Includes videos that are also available on their Youtube channel.

# data[].attributes.body
Good interactive challenge from Nrich.org

# data[].attributes.attachment_link.readable_text
Skip over navigation

search

You may also like

An investigation involving adding and subtracting sets of consecutive numbers. Lots to find out, lots to explore.

Roll two red dice and a green dice. Add the two numbers on the red dice and take away the number on the green. What are all the different possible answers?

Use the 'double-3 down' dominoes to make a square so that each side has eight dots.

# data[].attributes.attachment_link.description
Can you put the numbers 1 to 8 into the circles so that the four calculations are correct?

# data[].attributes.body
http://mathsphere.co.uk/resources/MathSphereMathsPuzzles.htm
http://www.bbc.co.uk/schools/websites/16/site/maths.shtml
http://www.nctm.org/
http://www.mathshell.com/materials.php

# data[].attributes.headline
Converting fractions, decimals and percentages

# data[].attributes.subject
Converting fractions, decimals and percentages

# data[].attributes.body
Covering L1 & L2 for English & Maths

# data[].attributes.body
You'll need to create a login to access the resources

# data[].attributes.attachment_link.readable_text
Teachit English allows teachers to share resources with each other to avoid reinventing the wheel! You'll find varied and interesting approaches to teaching English at KS3-5 including worksheets, role-play activities, lesson ideas, quizzes, games and drama activities, all carefully crafted and edited by experienced English teachers.

# data[].attributes.attachment_link.description
Teachit English allows teachers to share resources with each other to avoid reinventing the wheel! You'll find varied and interesting approaches to teaching English at KS3-5 including worksheets, role-play activities, lesson ideas, quizzes, games and drama activities, all carefully crafted and edited by experienced English teachers.

# data[].attributes.body
Latest HSC FS project