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Pupils are aware of the expectations surrounding BTC

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Pupils are aware of the expectations surrounding BTC

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Becoming more confident

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Pupils are communicating better together in their groups

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Children know the routines of setting up, know the expectations in the group. Have linked these to meta skills

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A couple of pupils being wholly resistant to groups.

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Pupils are much faster getting into their groups

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1. Children asking for random groupings   across the curriculum 

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1. Children asking for random groupings   across the curriculum 

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Time to implement and share with other staff

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Children enjoying working and talking about their maths on vertical surfaces, buzz in the room.

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Pupils are willing to try the problem rather than shying away and saying they can’t do it.

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Hearing new ideas

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ASN pupil struggling with working in group 

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ASN pupil struggling with working in group 

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Same pupil getting it first every time and others copyig

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Very rich talk between pupils.

Random groups mostly work.

Highly engaged pupils.

Often ask for this type of lesson outwith maths.

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My pupils are getting better at being put into random groups. Less complaining about who they have been paired with. 

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My pupils are getting better at being put into random groups. Less complaining about who they have been paired with. 

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Sharing jdeas/how to deal with challenges 

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Sharing jdeas/how to deal with challenges 

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Minimising pupil disruption between group. 

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Minimising pupil disruption between group. 

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Children are aware of the social learning goals and can explain what they are and why we have them.

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Pupils are engaging well and look forward to doing the tasks.

Pupils are applying skills to other curricular areas - they are more willing to try the tasks before asking for help

They are happy to work in randomised groups and ask for it in other areas.

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Organisation of groups

Encouraging all pupils to get involved

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Grouping not working. Processing issues etc unable to start task.

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Pupils more likely to take on more challenging tasks 

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Pupils more likely to take on more challenging tasks 

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Independent focus, not relying on CT prompts. 

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Independent focus, not relying on CT prompts. 

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Like getting ideas of new tasks to try with classes

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Getting all children to contribute…..some sit back and leave the others to do the work.

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A couple of individuals harder to engage, reflecting fixed mindset

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Pupils not always working well in randomly created groups. Not always a successful mix. 

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Pupils not always working well in randomly created groups. Not always a successful mix. 

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Some children not confident in independent math, more confident in a group

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Some children not confident in independent math, more confident in a group

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Pupils are familiar with the process and seem to understand that it is about the thinking skills displayed as opposed to getting the “right” answer.  Largely pupils have bought in to the process and appear to enjoy it. Pupils themselves have reported building their confidence working in groups. 

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Pupils are familiar with the process and seem to understand that it is about the thinking skills displayed as opposed to getting the “right” answer.  Largely pupils have bought in to the process and appear to enjoy it. Pupils themselves have reported building their confidence working in groups. 

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Hearing new ideas

Sharing problems

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Getting new ideas to implement in my class. 

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Getting new ideas to implement in my class. 

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Productive struggle

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Find it hard to be ‘deliberately unhelpful’

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Pupil within thr group not engaging as well as the others or atall unless directed by teacher 

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Pupil within thr group not engaging as well as the others or atall unless directed by teacher 

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Having a summary of next steps at end of training session to give clear direction of next focus. 

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Having a summary of next steps at end of training session to give clear direction of next focus. 

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Pupils now aware of routines and expectations. 

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Pupils now aware of routines and expectations. 

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Getting ideas of rich/high ceiling tasks 

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Getting ideas of rich/high ceiling tasks 

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Setting the level of work too high.

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Some children insist on taking over.

Sometimes hard to distinguish between engagement and standing back.

Over confidence can impede thinking processes.

Some children copy other groups without being able to explain process.

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Find it difficult at times to de front classroom (start lesson from front)

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Find it difficult at times to de front classroom (start lesson from front)

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Pupils are enjoying me using another coloured pen for hints and support

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Some pupils have reported that they feel “dumb” during activities as they perceive themselves as not being as smart as others in their groups. 

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Some pupils have reported that they feel “dumb” during activities as they perceive themselves as not being as smart as others in their groups. 

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Knowing what my role is and that it is important ti stand back and say nothing, giving the children time to think. 

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Knowing what my role is and that it is important ti stand back and say nothing, giving the children time to think. 

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Pupils are still not used to sharing ideas and not seeing it as cheating or stealing

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Sharing ideas/successes/challenges, especially being only class in my school working on BTC.

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Sharing ideas/successes/challenges, especially being only class in my school working on BTC.

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Spending too long on tasks - need to get faster at rounding up. Get caught up in chat.

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I like the ideas and the sharing of experiences.

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I like the ideas and the sharing of experiences.

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Finding out from colleagues how they are getting on; being able to share practise

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Struggle with not encouraging pupils to start task or organise themselves 

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Struggle with not encouraging pupils to start task or organise themselves 

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Pupils more able to explain their thinking and solutions. 

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Pupils more able to explain their thinking and solutions. 

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Keeping children engaged when hearing ideas from other groups

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Having the discussion of struggles and strengths with another participant helps lots. Hearing other people's ideas and ways of doing things.

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The 4 goals of talk moves was helpful for thinking about structuring lessons