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Interesting blog post

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I suffered in silence a lot when I started teaching back in 2003. Like many rookies, I was full of uncertainty - in and out of the classroom. I wasn't sure if I was doing the right thing, and often I didn't know who I could ask, or what I should be asking, in order to fix it. And, like many new teachers, I internalised my inabilities, and assumed that they were incompetence, which bred unhappiness, insecurity and timidity, which made things worse. I'd already begun to suspect that some of my teacher training wasn't as secure as it could have been (this was my first twinge against junk science, although I didn't know what to call it then), but I buried the suspicion and trusted my trainers, mentors and advisors. The fault lay not in my stars, but in me. How could I object to the settled will of everyone who directed and instructed me? How could a mere teacher dispute the Mosaic wisdom of his masters?

I smelled rats roasting long before I knew what they were, but I couldn't put a name to the meat. Then I started to take teaching online, and everything changed. I joined some groups on Facebook (@facebook), but it was Twitter (@Twitter) that really lit the fuse. It seemed an odd form of communication, to speak only in haikus, stuffed in a bottle and flung off into what seemed like an ocean. At first, I did what everyone did: followed some famous people, plus Stephen Fry (he's like the free voucher you get when you join Amazon, and ironically, at the time of writing, he's off Twitter). Turns out Lou Ferrigno (@Louferrigno) didn't want to chat about waffles. You start off following some of the big edu-hitters, simply out of conformity, like the TES (@TES) and UK Education Matters (@schoolduggery), and slowly start to see what's out there. Lurking at first, of course. The first time you get someone replying to your tweet, it's like finding someone standing in your bathroom, reading your diary. Who the hell are you and what are you doing?

And then you start to see ideas coalescing from the stream; opinions you'd never thought of, or ones you didn't know you really had; information you wanted to access but had no time or avenue to do so; people with experiences and roles you wanted to know more about; people from other countries, geographically or experientially. Twitter is like an enormous staffroom on the first day of working in a new school. You talk to people that look friendly. You hang around the kettle. You tell a joke, ask for help. But the staffroom is vast, and everyone's there. It takes a while to find like-minded people who inspire and guide you. Or people who will challenge and test you. Twitter is no more and no less than a macrocosm of every room, every party you ever walked into. The nibbles are awful, but the conversation is fascinating.
Pinchyourrosycheeks.com
This also means that it isn't some fairy safe space where everyone wants to share their biscuits and pinch your rosy cheeks. There is ugliness and unkindness and every shade of vice known to humanity. And there is altrusim, wit, love and camaraderie. It's people, just people.

Twitter even provides you with facilities to become architect of your own space:

The people you follow: choose only ones who add to your idea space in some way, either as friends, or even friendly fire

Your public status: be visible only by request

Muting and blocking: gentle and painless ways to build walls between you and those who offend

With those three superpowers, you can build a network of strangers and friends you'll never meet who can enrich and activate your idea space immeasurably. You can build an international village of allies and sparring partners and scratching posts as big as the world - bigger, if Tim Peake (@astro_timpeake) replies to you from the ISS (@ISS_research).

One drawback to being exposed to the views of so many people is that you get exposed to the views of so many people. In daily life, many of us are not ready for that: our personal networks reach as far as the next desk, the edge of the classroom, the ringing phone in your lounge. But to go online means plugging in to a great matrix, an ocean of human beliefs, ideas and opinion. It can be overwhelming, especially if you don't enjoy being contradicted, or discovering that people don't agree with your cherished values. It is far easier to have faith in free speech and liberal tolerance in the abstract than it is to endure it in concrete form. Plurality of expression and belief are fine things until you actually meet some.

Some people, in my experience, can't get past this simple fact: the world is beautiful, broad and bountiful - and it is diverse, and that diversity forms part of its value. Some people equate disagreement with attack; or difference of opinion as ugliness. We are the heroes and heroines of our self-penned melodramas; it is often a shock to discover we are Rosencrantz and Guildenstern to someone else's Hamlet. Twitter's become negative, they say, oblivous to the fact that there are a million conversations going on that they've chosen not to follow. It's like complaining it's noisy at a Slipknot (@slipknot) concert.

Being a town square, there are prats and angry people with foam at the sides of their mouths, and sad people in their underpants who live only to share their unhappiness. Most of that can be squashed in a heartbeat with your superpowers (see above). My little boat has been caught in a few Twitter storms since I joined; the first one made me perfectly miserable, as what seemed to be countless strangers lined up to give me a kicking for thinking "x", instead of "y". I use Twitter not just as a professional network but a social one too, so seeing my salon/saloon transformed into a boxing ring was unpleasant. Five minutes of muting (maybe 15 people in total) and it all stopped. I welcome dispute, but no one has to invite negativity like a soundtrack into their personal space. What feels like an army can, online, actually come from a mere lift full of angry adversaries. Poof! Like Marvin the Martian (@the_kaboom), you've disintegrated them.
For whom the bell ends
So I think I can say that I've enjoyed more dispute than most; I have a Little League social media status, more than some, much less than others. (The minute you start to think lots of followers makes you special, check out how many @iquotecomedy has, or @parishilton, and sit down. There are strippers in Alaska that have six figures after their names. When Justin Bieber (@ justinbieber) says 'hi' the national grid (@nationalgridUK) pops a vein). I follow a lot of people and a fair number follow me. I get abuse ("bell end" most recently, with my cornflakes); I get mobs of people with Twitchforks and burning brands because they can't read past headlines. I get weird DMs and emails. I get Shift Happens sent to me on a daily basis, inspirational quotes and other devilish tortures.
Out of the ocean, endlessly rocking
But you know what? All of that pales in comparison to what my online relationship with the world has given me. Oceans can be rough, but they can also be beautiful. Knowing that others think like me has made me more confident: in my ability to to teach, in my opinions, and in my right to dispute opinions with which I take issue. It has forced me to confront many of my own dogma; to revisit many of my own axioms, and to address, as far as possible, my prejudices. As a teacher, I have been exposed to wonderful ideas from around the world, moments after they have been thought. Before teachers were limited to the opinions of their physical networks. Now we can hear a chair drop in a classroom in Australia, and learn how the teacher dealt with it. Or even share our experiences.

That's why I call this a revolution. Because teachers can organise and collaborate without the permission or vehicle of traditional heirarchies with their concomitant dominance of value. We can share our own experiences for ourselves; we can train and challenge each other; we can question and short circuit power bases that have enjoyed monopolies on the ideas we are allowed to entertain. Teacher voice has taken off on Twitter in a way that has yet to be replicated in any other form off-line. Everywhere else we're the last to be asked anything, the last to be invited to tables of power. Here, anyone can stand on a box and be heard. There, it's teach what I tell you, like this, and Hell mend you if you wriggle and rebel.

I was astonished to find that after a while of blogging and tweeting into the void, people were reading. I was more astonished to find I was being read by some of the educational panjandrums. We built researchED (@researchED1), a grass roots, teacher led project, almost entirely through social media, from recruitment to advertising to ticketing. Other such projects, like Northern Rocks (@NRocks2016) and Teach Meets (eg, @TeachmeetNW) have also used Twitter as the vehicle to create something beautiful, something that restores agency and dignity to the profession. We have found, buried in the web, a world where our opinions matter, to someone. Is it any wonder that many teachers have embraced it? Is it any wonder that some of the traditional gatekeepers of authority in education have derided it, unhappy with the liberation it represents to the previously marginalised?

There is good and bad in this ocean, as there is in any public space. But that's not an argument for sitting on the sand. Dive. In. Your voice counts.

Oh, and me? @tombennett71. See you there.

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The revolution will be livestreamed: why there's never been a better time to be a Twitter teacher

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I suffered in silence a lot when I started teaching back in 2003. Like many rookies, I was full of uncertainty - in and out of the classroom. I wasn't sure if I was doing the right thing, and often I didn't know who I could ask, or what I should be asking, in order to fix it.

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In either paper form or online, Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice.

Each week concentrates on a different times table, with a recommended consolidation week for rehearsing the tables that have recently been practised every third week or so.

This format has very successfully boosted times tables recall speed for hundreds of thousands of pupils over the last 8 years in over 16,000 schools - both primary and secondary - worldwide.

The TT Rock Stars Worldwide Community of Schools

"Wait, are we doing #TTRockstars?"
Nods
"Get in!"
Fair to say our trial is going well!

@parky_teaches
Classroom conversation

A challenging Yr 8 pupil left my lesson today determined to become a 'Rock Hero'. TT Rock Stars- what a motivational tool!

@burls70
Cape Cornwall School

I've struggled every year with motivating my class to learn times tables with varying degrees of success but I feel that this has had the biggest impact by far. And I have great recorded evidence as well.

Mr Davies
Raynsford CofE School

Engaging, competitive and improves their arithmetic.

Damian Hinds
Education Secretary

A Selection of Multi-Academy Trusts using TT Rock Stars

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In either paper form or online, Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice. Each week concentrates on a different times table, with a recommended consolidation week for rehearsing the tables that have recently been practised every third week or so.

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My Money Week

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How to use it as an educational professional

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Are you an educator who is thinking about taking the plunge into using Twitter in your classroom? Many of us think of Twitter as a place to share pictures of our latest meal or as the place where industry gurus post their greatest observations. It's common to wonder: how can we use Twitter in a meaningful way-especially in a classroom?

Why Use Twitter in Education?

The truth is, with 288 million monthly average users from all over the world, Twitter provides a social media world that is chock full of information and insights.

Teachers can use Twitter to connect with experts around town- or around the globe- to get perspectives that will enrich lessons.

Students can contact other students in foreign countries to enhance their understanding of how other people live, what they value, and what their challenges are.

Students can use Twitter for research, by searching for specific terms and following up on the findings.

Teachers can deepen their professional knowledge by connecting with leaders in the field.

Using Twitter provides another tool for communication between teachers and students and can increase interaction and engagement in the classroom.

Maybe you're intrigued with the idea of using Twitter, but aren't quite sure how to get started. Here are some key ways to use Twitter to teach and to learn.

Twitter Basics

Twitter is a free, online social media tool, found at Twitter.com. You can also download the app onto your computer, tablet or phone. Once you have your account set up, you can post, or tweet, your thoughts in messages of 140 characters or less. That tweet can include a link to another website, a video, or photo. You can also share something someone else has posted through a re-tweet.

One of the most confusing aspects of Twitter is the lingo. Twitter supplies a glossary of nearly all of the terms you'll come across, but here's a quick and dirty guide of the most commonly used ones.

Twitter handle/user name: This is your Twitter name. You get to choose what you want (as long as it's available) when you sign up for the account. Twitter allows multiple accounts so you can have a personal account under one name and a professional one for your work as an educator. For your educator account, consider a name that is related to the topic that you teach.

@ or the "at" sign: This is used to call out a specific name, as in @edudemic. When you use the @ in front of a name, it's called a mention, and the person you mention will receive a notification that their name was used in your tweet.

# or hashtag (the sign formerly known as pound): Is used to identify tweets on a similar topic. #applepie, for example, would find all tweets related to the favorite dessert. It's like a keyword indicator.

Follow: When you find Twitter users who shares information you like, you can follow them, meaning you click the follow button next to the name on their profile. Once you start to follow someone, his or her tweets will automatically appear in your Twitter home page. Likewise, if someone wants to see your tweets, they will follow you. Twitter notifies you when you have new followers.

Twitter's New Users FAQs provides more information, but these are some of the main aspects an educator needs to know to get an account up and running.

Making the Most of Twitter for Educators

Once your Twitter account is established, you'll want to fill your stream with useful information.

1. Decide whose tweets you want to follow.

Maybe start following tweets from your school, district, and other teachers. Add some relevant local, national, and international news sources. Find people discussing topics that are related to your lessons, i.e. history buffs, scientists, or mathematicians, etc. Add great sources focused on education like @edudemic.

2. Follow the Followers

Click on the profile page of an organization or person you follow, see who they follow to get more ideas. Twitter also can provide suggestions, based on your history, on new people to follow.

3. Narrow It Down

Once you've created a robust selection of who to follow, you may encounter the opposite problem-how to find what you need from a barrage of incoming tweets. A variety of apps and techniques can make this simpler.

Create a customized stream of up to the minute information: Twitter can serve as your daily newspaper, providing you with the tweets containing the most recent trends, experiments and best practices in education.

Make a list: Twitter lists (an option available on Twitter) allow you to put your followers as well as people you haven't committed to following into categories. Want to just read tweets about English as a second language? You can look at the tweets in that list. Want to see what's new and trending with Common Core? Create that list.

Use an app: Hootsuite is an app (free for personal use) that lets you create and save searches for tweets, schedule your own tweets, and create lists. Kissmetrics suggests additional apps to get you organized in Twitter. Although being a lurker is normally frowned upon in society, in Twitter, it's a great way to get started feeling comfortable with the app. You don't have to feel pressured to tweet right away. Sue Gordon, an educator and consultant, explained at a recent conference by the International Society for Technology in Education (ISTE), that educators should start using Twitter by following a hashtag that interests them, one they're passionate about. If you do that, as that list expands, you'll develop your own customized resource for teaching and learning.

In Short

Twitter can bring a wealth of great information into your classroom. Accessing, curating and discussing that information can bring renewed energy to your students and to you.

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How to Use Twitter for Teaching and Learning

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Are you an educator who is thinking about taking the plunge into using Twitter in your classroom? Many of us think of Twitter as a place to share pictures of our latest meal or as the place where industry gurus post their greatest observations.

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Powerpoint

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Used for answer grid

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Depending on how much data is in your report, the report may take several minutes or an hour to run. You can check the status of your report by refreshing your browser

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Great Maths Teaching Ideas- Blog post

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I have felt for a long time that one of the disadvantages of the current levelling system is that it encourages teachers to constantly teach students mathematical concepts and ideas only at levels equal to or above that which they have recently scored on an assessment. The data-focused, level-centric system only rewards teachers if their students can score marks on higher-level content; there is no explicit incentive for filling gaps in students' knowledge at lower levels.

Good maths teachers know the importance of their students having a strong knowledge in the foundations of the subject and the long-term benefit of plugging any gaps students have. This year I wanted to be much more systematic in identifying any key gaps students had in their knowledge of the foundations of secondary maths as soon as possible when they arrived in year 7.
What we did
We diagnostically tested every year 7 student in three areas: mental numeracy calculation strategies, timestables and key nodes. For each student, we assessed 30 mental calculation strategies such as: number bonds, reversing an addition sum to make it easier and counting from the smallest number to the largest in subtraction etc. We assessed 30 of the timestables. The top 30 key nodes topics identified from my previous work on understanding the most important topics for students to master prior to studying GCSE maths were also assessed. In total we collected 90 data points for each of 203 year 7 students shortly after they arrived with us in September 2014.

The testing was carried out in a single 50 minute lesson using the QuickKey app available in the App Store. Students were shown a PowerPoint presentation that contained the 90 questions, each with a specified time limit. Teachers click 'start' on the presentation and students had to identify the correct answer for each question from five multiple choice answers. We ensured 'distractor' answers were placed alongside the correct answer in each question based on common misconceptions. Students each had a grid on a piece of A3 paper in which they had to colour in the correct circle corresponding to their chosen answer for each question. After the assessment the test papers were scanned using the QuickKey app on my iPhone which automatically marked them and recorded the whole cohort's results in a single spreadsheet file. The scanning took just 3 hours and we obtained over 18,000 data points for the whole cohort from just a 50 minute lesson!

We tested the following number of students in each KS2 sub-level group:

3.0- 4, 3.3- 5, 3.7- 9, 4.0- 23, 4.3- 28, 4.7- 32, 5.0- 30, 5.3- 35, 5.7- 16, 6.0- 21
The results
This graph shows the performance of different KS2 sub-level groups in the three main areas assessed.

The Pearson correlation coefficient for the mental strategies, timestables and key nodes assessments versus KS2 level were 0.72, 0.58 and 0.71 respectively. These correlations were also checked against a KS3 SAT assessment sat by all students during the first half term with us and found to be almost identical. The weakness in the mental calculation strategies of level 3 students is clear to see. Level 4 students were far from being secure in many of the basic mental calculation strategies we would take for granted that they would know. For example, some did not automatically reverse an addition to make it easier, could not calculate a number bond to 100 or tell the time. It is important to state the timing of the questions was reasonably swift during the mental calculation strategies and timestables section of the assessment as we wanted to assess what students could do fluently through recall and fast strategies, rather than what they could do with written calculations if they had a lot of time. During the key nodes assessment we gave students a bit more time and allowed them to use written calculations, but again set the timing such that if they did not show good fluency in choosing and executing the correct strategy they would not have had time to answer the question. So when I claim that some students could not do number bonds to 100, I am saying that they could not do this mentally within approximately 10 seconds. The thinking behind this assessment approach was that in order for these skills not to become barriers to learning and working-memory-consuming difficulties when studying more challenging topics on the GCSE course, we want to assess whether these skills are fluent and can be executed quickly, almost without thinking.

The results of the timestables assessment were better than I expected, particularly for the lower attaining KS2 students. However, when looking into the data it was quite apparent how many of these students who knew their timestables, perhaps did not understand the concepts behind them. For example, they got the questions on understanding multiplication by its link to repeated addition wrong.

To delve a little deeper, the following diagrams show the mean average proportion of students within each KS2 sub-level group that got each of the 90 questions correct.
Mental numeracy calculation strategies Timestables Key nodes
There are many interesting interpretations and observations to be made from these results. I will leave it to you to delve into this as deeply as you wish. I think the diagrams summarise nicely the differences between what level 3, 4, 5 and 6 KS2 to students can do fluently across the topic of number. Broadly speaking: level 3 students have mastery of none of the three areas; level 4 students have some proficiency with mental calculation strategies and timestables, but not the key nodes; level 5 students have reasonably secure mental calculation strategies and timestables and have some proficiency with the key nodes; and level 6 students are broadly secure in mental calculation strategies, timestables and can do many of the key node topics already. It is an obvious statement, but with the strong correlation coefficients already cited, it would appear that what a student can do in number is a strong indicator for what they could do across the curriculum.

These results add further support to my belief about levels hiding gaps in the foundation knowledge of some students. A significant proportion of 4 students struggled to fluently identify number bonds to 100, a level 3 skill. Even many of the level 5 and 6 students did not answer the questions on understanding multiplication as repeated addition or division as the inverse of multiplication correctly. It goes to show- giving a 'level 6 learning objectives' sheet to a 'level 5′ student is not good enough. Perhaps they could already do some level 6 topics, but may have gaps at levels 3 and 4. It must be personalised on a individual student basis.

Has growing up in a levels-based system, where teachers and students are only rewarded for achieving success on content at higher levels in the subject, resulted in oversight/ignorance of the gaps in the students' foundation knowledge at lower levels? How much easier would learning the more advanced topics be for students if they had comprehensive fluency with these basic skills? The hidden gears need oiling once in a while.

To be clear, this is in no way a reflection on our excellent primary colleagues. They do a brilliant job. They are constrained by a single-minded, level-incentivised, high-stakes system, just like we are in secondary, and they act accordingly to meet the external pressures placed on them. We do the same in Year 11.

A change in mindset is required. If levels are going (and they are!) we must not replace it with a system that has the same flaws. I am certainly not suggesting that we shouldn't teach students higher level content than they can currently attain; but this must not be just a single-minded focus either. From the diagnostic testing we did this year I have learned that KS3 lessons across the ability spectrum still require systematic, planned, regular practice in building students' fluency in the foundation topics of number. Fluency (speed and accuracy) is a , it is not binary. Even if you are 100% accurate, you can always be faster then you are at present. If two students can calculate number bonds to 100, but one of them takes five times as long to do it as the other, their learning of higher-level concepts will be all the more difficult for them later in their maths education. We must not fall into the trap of confusing instantaneous performance for retention and transfer - learning. I have written about this extensively before. Learning must not be seen as a checklist of visit-once objectives. Even the highest attaining students need to occassionally revisit some of these elementary topics for which their "fluency fitness" has fallen. A green cell in a spreadsheet indicating that they can do a skill today should not be taken as a proxy that they will be equally as fluent in this skill in six months' time.

In our KS3 lessons at Wyvern College from September 2015 we will ensure that not only do we strive to raise students' proficiency with higher-level concepts, but we will also provide short daily exercises that build students' speed and accuracy in all three areas assessed in our diagnostic trial. It is with great excitement and anticipation that I am going to launch a five-minute-every-lesson, fluency-building product on Great Maths Teaching Ideas this summer. It will provide systematic, rigorous coverage of every topic assessed during our diagnostic trial. Watch out for that! As a consequence of what we learned from the diagnostic testing of our year 7 arrivals this year, I feel so passionately about the need for this product, that it will be made available free for all schools via this website in the next month or two.

Keep an eye out!

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The problem with levels- gaps in basic numeracy skills identified by rigorous diagnostic testing

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I have felt for a long time that one of the disadvantages of the current levelling system is that it encourages teachers to constantly teach students mathematical concepts and ideas only at levels equal to or above that which they have recently scored on an assessment.

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Great Maths Teaching Ideas - Blog post: Prior Dependencies

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Just over two years ago I published the post, You've never seen the GCSE Maths curriculum like this before, summarising my analysis of the prior-learning dependencies within GCSE Maths learning objectives. The curriculum map I produced showed the importance of students having high fluency with specific number related topics, such that the topics do not consume working memory resources when students were later learning GCSE Maths concepts dependent upon these. The analysis suggested which topics we should prioritise our students developing automaticity with at KS3.

We prioritised our KS3 around the nodal topics with the most out-going links (dependencies) with the aim that these should no longer be working-memory-consuming barriers to students' learning of GCSE topics. Numeracy Ninjas was also created specifically to develop fluency in the top nodal topics.

From my nodal diagram, I've always had a sense that fluency with number underpins the other domains, but I recently found a way to visualise the flow of the dependencies between domains more clearly using a Sankey Diagram:

The diagram shows how the prior-learning links in the node diagram flow between the different subject domains within GCSE Maths. As suggested by the node diagram, the importance of number topics being the required prior-learning links for all three other domains (and further number topics) is very clear. A lack of automaticity with number will inhibit students' ability to learn algebra, shape or data topics as their working memories will be consumed by the lack of fluency with the underlying prerequisite number topics. Number is the 'enabler' for the other domains.

Number empowers the other three domains, but the next observation is how algebra then becomes an important prior-learning domain to learn shape, space and measures efficiently. Intuitively this makes sense, through the use of lots of formulae and associated algebraic manipulations within shape, space and measures.

Thirdly, prior-learning of the shape and data domains typically only form dependencies for their own domains later on.

In very general terms,:

1. To learn GCSE Maths number topics requires prior-learning of number

2. To learn GCSE Maths algebra topics requires prior-learning of number and algebra

3. To learn GCSE Maths data topics requires prior-learning of number and data

4. To learn GCSE Maths shape topics requires prior-learning of number, algebra and shape

In sequencing terms, this suggests that a KS3 built upon these principles would first start with number, then progress to algebra. Once fluency within these domains is reached, the necessary prior learning will be in place to then efficiently study shape, which has the most number of domain dependencies, 3. Data can be studied at any point once fluency with number has been established.

The above conclusions from the Sankey Diagram are of course very generalised and could easily be misinterpreted and misused. I believe they suggest a possible sensible order for the sequencing of a KS3 curriculum in terms of general themes. The flow of the mastery-based KS3 curriculum we developed at Wyvern College follows this order. However, I would caution against developing a 'domain-silo-only' approach as many of the interesting and deep learning opportunities within teaching maths comes from making connections between topics, both within and outside their own domains. Whilst it would seem reasonable that developing fluency with basic skills would logically require a KS3 scheme of learning with the above sequencing, I also believe effective teaching would occasionally dip into/span across other domains to develop the transferability of learning and deep links required for a mastery-based teaching approach.

As ever, there are general principles and then required exceptions...

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Prior-learning dependencies flow between Maths GCSE subject domains

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Just over two years ago I published the post, You've never seen the GCSE Maths curriculum like this before, summarising my analysis of the prior-learning dependencies within GCSE Maths learning objectives.

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Great Maths Teaching Ideas- Blog post

You’ve never seen the GCSE Maths curriculum like this before…

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Great Maths Teaching Ideas - Key Nodes network Diagram PDF

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Aim- To have a culture of mathematical growth and resilience throughout the school not just in Maths lessons.