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How to get Y11 to keep up- making up for lost time

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How to get Y11 to keep up- making up for lost time

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MathsConf23 Workshop 6 - Mel Muldowney & Christian Seager (Johnson Period 1)

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Planning for problem-solving (2020-05-22 at 05:12 GMT-7)

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Using variation in mathematics (2020-05-15 at 05:12 GMT-7)

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CPD: Intelligent Variation - Fractions (2020-05-22 at 02:04 GMT-7)

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Maths CPD 'Planning for retrieval' (2020-05-07 at 05:19 GMT-7)

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Planning for Sequences: Checking prior knowledge (video)

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Planning for Sequences: Checking prior knowledge (video)

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Approaches to remote learning and effective ways in delivering online maths lessons

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Approaches to remote learning and effective ways in delivering online maths lessons

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GCSE Maths Summer Online Network Event - Approaches to remote learning and effective ways in delivering online lessons_0

GCSE Maths Summer Online Network Event - Approaches to remote learning and effective ways in delivering online lessons_0Did Not Open?

You need to install and join via Adobe Connect desktop application.

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GCSE Maths Summer Online Network Event - Approaches to remote learning and effective ways in delivering online lessons_0

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GCSE Maths Summer Online Network Event - Approaches to remote learning and effective ways in delivering online lessons_0 GCSE Maths Summer Online Network Event - Approaches to remote learning and effective ways in delivering online lessons_0Did Not Open? You need to install and join via Adobe Connect desktop application.

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Learn A Levels, GCSE, KS3 & KS2 2x Faster with Seneca

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Learn A Levels, GCSE, KS3 & KS2 2x Faster with Seneca

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What does it mean to stretch and challenge? (Video)

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What does it mean to stretch and challenge? (Video)

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'Focusing on depth- what does it mean to 'stretch and challenge' in mathematics?'  (2020-05-01 at 05:09 GMT-7)

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What does it mean to stretch and challenge? (Presentation)

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What does it mean to stretch and challenge? (Presentation)

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Algebra tiles - an introduction and so much more

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Planning for Percentages of amounts (Presentation)

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Planning for Percentages of amounts (Presentation)

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Using Choral Response Techniques (Video)

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Using Choral Response Techniques (Video)

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Teaching angle facts through  choral response (2020-04-24 at 02:14 GMT-7)

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Google Forms - create and analyze surveys, for free.

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What choices do we to implement the ideas of primary research in visual representations and school-based interventions?

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What choices do we to implement the ideas of primary research in visual representations and school-based interventions?

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A summary of discussions & recommendations scrutinising two research papers led by Durham & Loughborough University

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What choices do we have for classroom practice to implement the ideas of primary research in visual representations and intervention?

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Writing your final draft of a literature review

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Writing your final draft of a literature review

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Guidance for ITT Maths secondary trainees on the approach used to consider reading, context, rationale & methodology for a small school based case study

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Writing your final draft of a literature review

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A webinar with Sam Strickland addressing his book, Education Exposed: Leading a school in a time of uncertainty to cover approaches to a curriculum, teaching and learning, teacher workload, behaviour, staff morale, leadership and Ofsted.

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To access the full Master Class, including all the resources that Sam has shared, as well as continue the discussion - Join Curriculum Thinkers here >

We were delighted to host Sam Strickland for the first We Are In Beta Webinar to find out how he implemented and embedded a knowledge-rich curriculum at Duston School.

If you liked this webinar, you can find Sam tweeting on @Strickomaster and his book, Education Exposed: Leading a school in a time of uncertainty goes into more depth across his approaches to of curriculum, teaching and learning, teacher workload, behaviour, staff morale, leadership and Ofsted. You can find examples of knowledge organisers for all subjects on The Duston School website.

You may also like to listen to Sam on Naylor's Natter podcast where he talks about his work in year 1 to transform the culture and behaviour at Duston.

If you really liked the webinar and what Sam had to say, you can see the primary and secondary staff vacancies he is recruiting for right now .

Manchester, United Kingdom · Updated Wed, November 25, 2020

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Replay: Sam Strickland - Implementing a knowledge-rich curriculum | We Are In Beta Community

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To access the full Master Class, including all the resources that Sam has shared, as well as continue the discussion - Join Curriculum Thinkers here > We were delighted to host Sam Strickland for the first We Are In Beta Webinar to find out how he implemented and embedded a knowledge-rich curriculum at Duston School.

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Rosenshine's Principles and Curriculum Design (Videos)

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Rosenshine's Principles and Curriculum Design (Videos)

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Tom Sherrington discusses through the slides used for training events up and down the country that exemplifies Rosenshine's Principles of instruction.

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In response to demand for my workshops and masterclasses on Rosenshine's Principles of Instruction, I've recorded a screen capture of me talking through the slides I use for my one-day events.
The slides are available here
I have posted the links on youtube in a playlist that can be found here:

There is 2 1/2 hours of material there so take your time to browse.

If you would like to book me for in-school CPD please do - just follow the teacherhead-consulting tab at the top of this website.

If you want bulk copies of the Rosenshine booklet email as@johncatt.com to discuss a discount offer. Or order your own copy here: https://www.amazon.co.uk/Rosenshines-Principles-Action-Tom-Sherrington/dp/1912906201
Update: Video Booklets.
I'm delighted that AHT, Claire Grimes, has made a superb workbook to go with each of these videos. They walk through each of the youtube videos linked above with a series of thoughtful reflection activities and prompts. After 15,000 free downloads, Claire has now published the booklet with John Catt as a companion to the Rosenshine in Action booklet.

Books are available for £3 each from https://www.johncattbookshop.com/rosenshine-s-principles-in-action-the-workbook. You can contact as@johncatt.com for bulk discounts. Huge thanks to Claire for making these and sharing them so generously for so long.

You might also like to check back in with the Rosenshine blogs I've written and other related posts connected to the videos:

Here is the session I did for ResearchEdHome with a focus on curriculum.
https://youtu.be/JZGpFfsZuuk

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Rosenshine Masterclass Captured. Free CPD!

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In response to demand for my workshops and masterclasses on Rosenshine's Principles of Instruction, I've recorded a screen capture of me talking through the slides I use for my one-day events. The slides are available here I have posted the links on youtube in a playlist that can be found here: https://www.youtube.com/playlist?list=PL_WHYo5KULlfcpKvyf5fXrFEXbA6zroIk There is 2...

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Rosenshine's Principles and Curriculum Design (Booklets)

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Rosenshine's Principles and Curriculum Design (Booklets)

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Credit: Claire Grimes

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Craig Barton interviews teachers, bloggers, thinkers, or people of influence about pedagogy that may interest & inspire the maths community.

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Mr Barton Maths Podcast

The Mr Barton Maths Podcast consists of long-form conversations with people from the wonderful world of education who interest and inspire me. Links to the show notes of every episode I have recorded are below, and you can also visit the Mr Barton Maths podcast website for collections of episodes and information how to sponsor the show

Happy listening!

#001 Andrew Taylor: Head of Maths at AQA

#002 Graham Cumming: Head of Maths at Edexcel

#003 Neil Ogden: Maths Specialist at OCR

#004 Oxbridge Interview Special

#005 Jo Morgan: Resourceaholic

#006 Mel Muldowney: JustMaths

#007 Bruno Reddy: Times Table Rockstars and MrReddy.com

#008 Charlie Stripp: NCETM and MEI

#009 Dan Meyer: 3 Act Math Desmos TED Talk and more!

#010 Will Emeny: Great Maths Teaching Ideas and Numeracy Ninjas

#011 Stefanie Sullivan: Maths PGCE Tutor from Nottingham University

#012 Mark McCourt: Ofsted, emaths, La Salle Education, NCETM and more!

#013 Jamie Frost: Dr Frost Maths and Teaching High Achievers

#014 Beth Lilley: NQT

#015 Ed Southall - Part 1: SolveMyMaths and Mathematics PGCE Tutor

#016 Dylan Wiliam: Author, Researcher Trainer and Assessment for Learning Expert

#017 John Corbett: Flipped Learning, Videos and Corbett Maths

#018 Tom Bennett: Behaviour Teacher Workload and ResearchEd

#019 Paul Rowlandson: Bar Modelling, Questioning, Shanghai, Tokyo & Training Teachers

#020 Greg Ashman: Cognitive Load Theory and Direct Instruction vs Inquiry-Based Learning

#021 Daisy Christodoulou: Assessment Multiple Choice Questions 7 Myths about Education

#022 Dani Quinn - Part 2: Michaela School, Behaviour, Drills & Culture

#023 Robert and Elizabeth Bjork: Memory, Forgetting, Testing & Desirable Difficulties

#024 Kris Boulton - Part 1: Planning Lessons, Engelmann and Differentiation

#025 Ed Southall - Part 2: Maths Puzzles and Lessons from Japan

#026 Nick Rose: Mindset, Misconceptions & Differentiation

#027 Chief Examiner Trevor Senior: How GCSE Maths exams are written

#028 Primary School Teacher Rachel Webster: How your Year 7s have been taught maths

#029 Andrew Blair: Inquiry Maths

#030 Andrew Blair: prequel: Inquiries and being a Head of Department

#031 Kris Boulton - Part 2: Minimally guided instruction, Understanding & How before Why

#032 Lucy Rycroft-Smith: Cambridge Mathematics, Setting, Times Tables & Anxiety

#033 Peps Mccrea: Planning, Memorable Teaching & Teacher Expertise

#034 Doug Lemov: Teach like a Champion and Top Tips for delivering training

#035 Colin Foster: Mathematical Etudes, Confidence & Questioning

#036 Carl Hendrick and Robin Macpherson: What does this look like in the classroom?

#037 Jane Jones: Ofsted, observations, marking & reasoning

#038 Amir Arezoo: Lean maths departments, deep work & schemes of work

#039 Helen Hindle: Mixed attainment teaching and growth mindset

#040 Anne Watson and John Mason: Variation, questioning, visualising & developing mathematical thinkers

#041 Conference Takeaways: MathsConf14

#042 Oliver Lovell: Planning, running a maths department & Cognitive Load Theory

#043 Conference Takeaways: researchEd Blackpool 2018

#044 Conference Takeaways: BCME: Day 1

#045 Conference Takeaways: BCME: Day 2

#046 Conference Takeaways: BCME: Day 3

#047 Conference Takeaways: BCME: Day 4

#048 Lucy Crehan: Cleverlands

#049 Alison Kiddle and Charlie Gilderdale: NRICH

#050 Dylan Wiliam - the return! Creating the Schools our Children need

#051 Conference Takeaways: Comparative Judgement: with a cameo from Daisy Christodoulou!

#052 Harry Fletcher-Wood: Responsive Teaching

#053 Conference Takeaways: researchEd Rugby

#054 Tom Sherrington: The Learning Rainforest

#055 GCSE Maths Exam special: Graham Cumming and Karen Wilkinson

#056 Conference Takeaways: Festival of Education: Day 2

#057 Conference Takeaways: MathsConf15

#058 Conference Takeaways: JustMaths Conference 2018

#059 Slice of Advice 2018: What did you learn this year?

#060 Greg Ashman: The Truth about Teaching

#061 Slice of Advice: What does the first lesson with your class look like?

#062 Simon Singh: Fermat's Last Theorem and stretching high-attainers

#063 Jeremy Hodgen: Teaching low-attaining students relevance and fingers!

#064 Conference Takeaways: researchED Scotland: September 2018

#065 Conference Takeaways: MathsConf16: Glasgow

#066 Hannah Fry: algorithms, love and being a mathematician

#067 Bernie Westacott: Teaching maths with visuals and manipulatives

#068 Becky Allen: Workload, happiness, expertise, progress & pupil premium

#069 Helen Williams: Early Years teaching and manipulatives

#070 Jo Morgan: 100th Maths Gems Special

#071 David Didau: Making kids cleverer

#072 Chris Smith: Injecting fun into lessons, Resources. Pi Day & Revision Days

#073 Naveen Rizvi: Scripted lessons examples and social media

#074 Jemma Sherwood - Part 1: Sequences of lessons and the importance of silence

#075 Alex Quigley: Closing the vocabulary gap

#076 Conference Takeaways: researchEd Blackpool 2019

#077 Conference Takeaways: Educating Northants 2019

#078 Peter Mattock: Visible Maths, planning lessons & running a department

#079 Conference Takeaways: ATM/MA 2019 Conference: Day 1

#080 Conference Takeaways: ATM/MA 2019 Conference: Day 2

#081 Inside Exams: Episode 1: Language

#082 Mark McCourt - the return! Teaching for mastery

#083 Michael Pershan: Example-Problem Pairs, problem solving & moving schools

#084 Chris McGrane: Task design and changing your mind

#085 Jonny Griffiths: RISPs problem solving and mental health

#086 Conference Takeaways: MEI Maths Conference 2019

#087 Tom Sherrington: Rosenshine's Principles in Action

#088 Slice of Advice 2019: What did you learn this year?

#089 The Science of Learning: 77 Studies That Every Teacher Needs to Know

#090 Rob Eastaway: Estimation, perception of maths & the importance of haha

#091 Multiple Choice Questions on trial with AQA's Zeek Sweiry

#092 Julia Smith: Teaching GCSE resit and the 5Rs approach

#093 Alex Bellos: Puzzles, Perception and Pool Tables

#094 Emma McCrea: Making every maths lesson count and training teachers

#095 Topics in Depth: Indices with Jo Morgan

#096 Tom Francome: Supporting novice teachers and planning lessons

#097 Exam malpractice: Inside Exams with AQA

#098 Kris Boulton - Part 3: Is cognitive science almost useless for designing effective teaching?

#099 Topics in Depth: Angles and parallel lines with Jo Morgan

#100 Daisy Christodoulou: Teachers vs Tech!

#101 Conference Takeaways: MathsConf22: Manchester: March 2020

#102 Special episode: Online learning during the Covid-19 outbreak

#103 Teaching from Home: Ben Rooney: structure, social interactions and experimenting with technology

#104 Teaching from Home: Michael Pershan: Zoom, Assessment for Learning and a careful choice of questions

#105 Teaching from Home: Jo Morgan: Hegarty Maths, family life and why she will not be doing live lessons

#106 Teaching from Home: Dan Pearcy: Google Meets, Poll Everywhere and 5 principles for remote teaching

#107 Teaching from Home: Adam Boxer: retrieval, conducting interviews and staying safe and sane

#108 Teaching from Home: Jon Hutchinson: making videos for primary school students

#109 Paul Kirschner and Carl Hendrick: How learning happens

#110 Teaching from Home: Helen Williams: supporting Early Years students

#111 Teaching from Home: Jules Daulby: supporting students with Special Educational Needs

#112 Teaching from Home: Ollie Lovell and Bryn Humberstone: Checking for understanding, Desmos and lessons learned

#113 Teaching from Home: Jamie Frost: Dr Frost Maths and virtual whiteboards

#114 Robert Kaplinsky: Depth of Knowledge, Open Middle Problems and effective CPD

#115 Mark Healy - Part 1: Cognitive science versus cognitive psychology

#116 Conference Takeaways: MathsConf23 (online!)

#117 Jonathan Hall: MathsBot, teaching visually and behaving mathematically

#118 Adele Bates: Behaviour and relationships

#119 Jemma Sherwood: Part 2: Preparing for September 2020 & being a Head of Department

#120 Mark Healy - Part 2: Sleep, growth mindset and teaching amid Covid-19

#121 Conference Takeaways: MathsConf24 (online!)

#122 Jo Morgan: Teaching Key Stage 3 maths

#123 Peps McCrea: Motivated teaching

#124 Research in Action 1: Language and Dyscalculia with Julia Bahnmuller

#125 Research in Action 2: Parental engagement with Tim Jay

#126 Research in Action 3: Estimation, equals and working memory with Iro Xenidou-Dervou

#127 Research in Action 4: Maths anxiety with Kelly Trezise

#128 Research in Action 5: Fingers and game-based apps with Korbinian Moeller

#129 Research in Action 6: Cognitive Load Theory with Ouhao Chen

#130 Research in Action 7: Designing and interpreting educational research with Matthew Inglis

#131 Research in Action 8: Numbers and space with Krzysztof Cipora

#132 Research in Action 9: PhDs and maths textbooks with Beth Woollacott

#133 Research in Action 10: When to tell and teaching algebra with Dave Hewitt

#134 Ollie Lovell: Cognitive Load Theory in Action

#135 Jo Morgan: tips and resources for teaching online

#136 CLASSIC EPISODE (April 2017): Dani Quinn - Part 1: Michaela School Planning Lessons Low Stakes Tests

#137 Doug Lemov: Tips for the return to classrooms

#138 Michael Pershan: Teaching with worked examples: part 1

#139 Michael Pershan: Teaching with worked examples: part 2

#140 Conference Takeaways: Mathematical Association Conference 2021: Day 1

#141 Conference Takeaways: Mathematical Association Conference 2021: Day 2

#142 Conference Takeaways: Mathematical Association Conference 2021: Day 3

#143 Anne Watson and Kris Boulton in conversation

#144 Christian Bokhove: Coherence, textbooks and research best bets

#145 Research in Action 11: University transition and oral assessments with Paola Iannone

#146 Research in Action 12: Inquiry as a way of being with Barbara Jaworski

#147 Research in Action 13: The self-explanation effect and how experts read maths differently with Lara Alcock

#148 Research in Action 14: Counting in the animal kingdom with Krzysztof Cipora

#149 Research in Action 15: Children's early understanding of number with Francesco Sella

#150 Research in Action 16: Writing a maths curriculum with Colin Foster

#151 Research in Action 17: Executive function with Camilla Gilmore

#152 Research in Action 18: Comparative judgement with Ian Jones

#153 Research in Action 19: Teaching mixed-attainment with Tom Francome

#154 Tom Harbour: engaging parents in their children's learning

#155 Jo Morgan: depth and sequencing of the maths curriculum

#156 Paul Rowlandson: Getting mixed up with interleaving

#157 Dan Draper: Overlearning and conceptual leaps

#158 Adam Boxer: explanations, retrieval and maths & science working together

#159 Introducing... Tips for Teachers!

#160 Ollie Lovell: relations regulation leadership & tools for teachers

#161 The future of the Mr Barton Maths podcast

#162 Beyond survival: a conversation with Jamie Thom

#163 How to observe a lesson with Adam Boxer

#164 How to plan a maths lesson with Craig Latimir

#165 How to be more evidence-informed with Peps Mcrea

#166 Tools and Tips for Teachers: Episode 1

#167 Tools and Tips for Teachers: Episode 2

#168 How to lead a maths department with Femi Adeniran and Matt Findlay

#169 Tools and Tips for Teachers: Episode 3 (with Ollie Lovell)

#170 How to secure 100% student engagement with Pritesh Raichura

#171 Tools and Tips for Teachers: Episode 4 (with Ollie Lovell)

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Mr Barton Maths Podcast The Mr Barton Maths Podcast consists of long-form conversations with people from the wonderful world of education who interest and inspire me. Links to the show notes of every episode I have recorded are below, and you can also visit the Mr Barton Maths podcast website for collections of episodes and information how to sponsor the show Happy listening!

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Uncover various techniques the Babylonians used for problem-solving and teaching. The Babylonian problem-solving skills have been described as remarkable and scribes of the time received a training far in advance of anything available in medieval Christian Europe 3000 years later.

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This free course looks at Babylonian mathematics. You will learn how a series of discoveries has enabled historians to decipher stone tablets and study the various techniques the Babylonians used...

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Probe how the Egyptians solved mathematical problems in everyday life and the technology they used.

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Reflect on your own practice of teaching maths, by understanding more about the teaching process

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This free course, Experiences of learning mathematics, is aimed at teachers who wish to review how they go about the practice of teaching maths, those who are considering becoming maths teachers,...

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The theory of number in Primary Mathematics

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The theory of number in Primary Mathematics

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This free course is an introduction to Number Theory. Section 1 provides a brief introduction to the kinds of problem that arise in Number Theory. Section 2 reviews and provides a more formal...

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improve your confidence in teaching maths in a variety of everyday situations in percentages, fractions and negative numbers.

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If you feel that maths is a mystery that you want to unravel then this free course is for you. It will guide you through how numbers are put together, give you confidence with using percentages,…

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improve your confidence in teaching maths in a variety of everyday situations in measurement, standard form, roots of numbers, shapes, tables, charts and graphs.

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This free course, Succeed with maths: part 2, is a sequel to Part 1, in which you will continue to develop your mathematical knowledge and skills using everyday examples. The course takes a look at...

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Writing your final draft of a methodology

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Writing your final draft of a methodology

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Guidance for ITT Maths secondary trainees to explain and justify a research design for a small school based case study

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Writing your final draft of a methodology

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Writing your final draft of a results and analysis

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Writing your final draft of a results and analysis

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Guidance for ITT Maths secondary trainees to snalyse data systematically, present a mix of highly visible lists, charts, diagrams, tables for a small school based case study

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Writing your final draft of a results and analysis

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Writing your final draft of your recommendations

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Writing your final draft of your recommendations

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Guidance for ITT Maths secondary trainees to reflect on their professional practice to consider broader recommendations from a small school based case study

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 Writing your final draft of your recommendations

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Writing your final draft of your main discussion

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Writing your final draft of your main discussion

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Guidance for ITT Maths secondary trainees to make connections with your literature review and Formulate tentative theories about the meaning of a concept for pupils’ learning, and over time within a small school based case study

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Writing your final draft of your main discussion

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8 recommendations for the teaching of mathematics in  Key Stages 2 and 3

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Problems are interleaved if questions are arranged so that consecutive problems cannot be solved by the same prior knowledge. Use of fractions, zero, algebraic manipulation and multiplication facts are encouraged.

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Short summaries of educational research on a series of mathematical topics

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Filtered research on mathematics education

Every two months we bring you an Espresso - a small but intense draught of filtered research on mathematics education, expressly designed with teachers in mind. Each Espresso considers one particular issue in mathematics education, and how the latest good-quality research can provide helpful guidance or further reading. Perfect with a biscuit; sip gently and combine with a drop of professional judgement for a benevolent stimulant effect.

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Each month we bring you an Espresso - a small but intense draught of filtered research on mathematics education, expressly designed with teachers in mind.

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Assessment for learning techniques (Quiz)

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Assessment for learning techniques (Quiz)

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Learn A Levels, GCSE, KS3 & KS2 2x Faster with Seneca

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Learn A Levels, GCSE, KS3 & KS2 2x Faster with Seneca

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How to build sustained and sustainable remote learning

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How to build sustained and sustainable remote learning

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As schools' attention naturally shifts from crisis management to establishing new norms, Giancarlo Brotto offers some insights on how to build sustainably

The urgency of school closures meant that many children were sent home with a hard copy learning pack to keep them going for a short period. But when the activities in the packs are completed, what's next? Emergency measures are now looking more long-term, so how can schools make remote learning more sustainable? Repurposing classroom technology for remote teaching can offer a solution, with the benefits of easy lesson delivery, instant communication - on some platforms - and no travel to collect materials or postage costs. If schools are interested in exploring this option, where should they start?

Audit your existing tools and training needs. What technology do you use already? How could it be reconfigured for remote learning? The more you can use the platforms that you are familiar with, the less stressful it will be. Your first port of call should be your Education Technology suppliers. Many software providers are offering free training on how to use classroom technology in a remote environment and will help you structure an effective lesson to deliver remotely. In fact, this will be a good test of whether your supplier can provide meaningful ongoing support.

Once you determine the right software and education technology tools available to you, you can build a plan for sustainable remote learning. You could follow the advice of one of the UK schools we work with. Plan your remote learning approach by following the three 'C's: Communication, Curriculum and Collaboration. Firstly, how will you use technology to communicate as a leadership team, and as a teaching team if the school is closed for several months? How will you communicate regularly with parents and with students?

The more familiar the platform, the less stressful it will be

For the school team, using a platform where everyone can attend an online meeting is ideal, for parents, social media is useful for one-to-many announcements, as is bulk texting. To ensure maximum accessibility, getting lessons to students is best done using a browser-based solution, which students can use on any connected device, including smartphones.

Secondly, think about planning your curriculum for digital delivery. This will involve exploring what will work for each age group. For instance, for young children, the reality is that they will need parental or guardian supervision to complete work online so the extent of remote teaching may be limited to the time that parents have available.

Thirdly, consider how you can foster collaboration. In university education using a MOOC model (massive open online course) is common, where a lecturer broadcasts a course to unlimited participants watching online. This doesn't work as well for primary or secondary environments, where teachers need to track students' progress and meaningfully assess their understanding. The best-case scenario would be to replicate the classroom environment as much as possible. In your technology audit look at solutions that foster learning via devices, that allow interaction between teacher and pupils and offer assessment functions.

This is a challenging time and schools will of course need to work within their limitations. Beyond its obvious IT issues, remote learning also raises issues of safeguarding and a digital divide which will need to be kept front of mind. For example, not every pupil will have access to a suitable device and loan schemes may need to be set up or extended.

Ultimately though, the benefits of providing regular contact, a curriculum, however streamlined, and some sense of normality, whether it's delivered entirely digitally or through a mix of paper packs, emails to parents and/or a learning platform, remote education will be worth the learning curve. We believe schools will find remote teaching technology easier than they might expect, and that, whatever they are able to achieve, they will gain new insights into digital collaboration that can be applied to normal lessons when this is over.

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How to build sustained and sustainable remote learning

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As schools' attention naturally shifts from crisis management to establishing new norms, Giancarlo Brotto offers some insights on how to build sustainably The urgency of school closures meant that many children were sent home with a hard copy learning pack to keep them going for a short period.

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Supporting parents: five lessons from home schooling

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Supporting parents: five lessons from home schooling

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Colin Diamond sets out five lessons from home schooling to help schools support parents to be the best teachers they can be during lockdown

Schools responded quickly to the initial implications of lockdown, but as we settle into what is likely to be a protracted period of home learning, new and important questions are coming to the fore. Most important among these are what the right level of expectation of parents is, and how we can best support them to be take on the role of teacher in their homes.

Schools have provided an amazing range of learning materials online, created new ways to keep in contact with pupils and, in most cases, endorsed flexibility and a common sense, 'go with the flow' philosophy to steer families through uncertain times. But as the sun has shone and the traditional Easter break arrived, the conventional rhythms of the school day rapidly faded away.

As the beginning of the summer term approaches, and the sector plans for an extended period of closures, we now face the dual challenge of restoring a sense of regularity after weeks of likely declining engagement and of planning for families for whom home teaching raises lots of anxieties.

Teaching in one-to-one or small-group situations is intense. Familial relationships and domestic settings make that dynamic even more challenging, and the age range of siblings entails a level of differentiation most teachers never have to deal with.

Teaching in one-to-one or small-group situations is intense

Thankfully, drawing on the experience of home tutors and the elective home education sector can be helpful across the school sector right now. Here are five key points to remember when planning for a summer term unlike any other before:

Routines and boundaries are really important. Children will need them as the structure of their lives has suddenly been altered. This holds for everyone in the household. Far easier said than done, but critical over the long haul. Establishing start times, breaks and end times will help everyone, and many families will need support to plan for that.

It's OK not to be OK. It's crucial that they are rules and boundaries in place, but parents must know that it's better to bend them than allow them to break. They are in charge, and it's a bloody difficult job. Exactly as we say to NQTs: It's OK to not to feel on top of things. Some days will be great - others a complete flop. Fine.

Parents need to know why and how work has been set. For most people most of the time, learning is taken for granted. Right now though, parents are coming to terms with the difference entailed in helping their 9- and 15-year-old navigate maths. On top of that, today's teaching methods differ hugely to what they experienced themselves, and that can discourage parent-teacher engagement.

Technology can help and hinder both students and parents. For young people, screen time is social gold dust, and every family's timetable will differ from every other's so gentle monitoring during study time is likely to work better than an outright ban. For parents, commercial IT packages that claim to turbo-charge learning are likely to be attractive but are unlikely to be better than what school is providing, and could be counterproductive (and costly!).

Teaching is stressful. The importance of self-care and wellbeing for parent-teachers can't be overstated, especially with no colleagues to sound off to after a bad day. Having a point of contact with the school or a peer network can make all the difference between surviving and thriving. Home tutors have regular check-ins for exactly these reasons.

Above all, parents need to feel confident about being flexible. They and their children will be riding an emotional roller coaster and the coming term could feel like an eternity, especially in the absence of certainty about when it will all end. The government's approach of a rolling weekly review of lockdown won't help, but schools that have asked for detailed reporting on a day-by-day basis are piling on unrealistic pressures that will exacerbate tensions.

There will be plenty of time when pupils return to school to get them back to 'match fitness'. For now, the long view of our situation means lifelong learning must be the principle that guides all of our actions.

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Supporting parent-teachers: five lessons from home schooling

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Colin Diamond sets out five lessons from home schooling to help schools support parents to be the best teachers they can be during lockdown Schools responded quickly to the initial implications of lockdown, but as we settle into what is likely to be a protracted period of home learning, new and important questions are coming to the fore.

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How to use Google Classroom for remote learning

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How to use Google Classroom for remote learning

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We have created a series of training videos on YouTube to help education teams use Google Classroom

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Training videos - How to use Google Classroom

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We have created a series of training videos on YouTube to help education teams use Google Classroom.

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Online learning success requires us to manage expectations

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Online learning success requires us to manage expectations

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Faultlines are emerging in the home-based school system, but there are ways to protect families and teachers from the aftershocks, writes Dr Sarah Charles

Educational technology's potential for positive impact is plain for all to see, but parents and teachers alike are quickly learning its limitations. After the task of managing the initial, massive shock to the school system caused by closures, school leaders will now need to focus on negotiating a path through the risks and challenges of this new normal.

Just a few weeks ago, it was estimated that some 60,000 children in the UK were home-schooled. The UK lockdown caused that number to rise to millions overnight, resulting in a seismic shift from traditional schooling methods to the use of edtech to support home learning.

With a matter of weeks - if that - to prepare for closures, teachers across the UK raced to put together physical learning packs and a plethora of online learning resources. For many, this was too little time to devise coherent whole-school approaches, let alone to train teachers to upend their usual practices.

In addition, a vast number of celebrities have taken to social media to deliver content and a raft of companies are providing free access to their software and resources. This explosion in the production of curriculum resources - albeit well-intentioned - has caused some parents to suffer overload, and many are reporting feeling stressed about which to use with their children from this over-abundance of choice.

Teachers who are parents themselves are experiencing both sets of stresses

Yet, that problem is a relatively privileged one, because even if a school has a well-planned and well-communicated digital learning strategy, it will have no impact if children have no access. That the learning gap may widen between the technological haves and have-nots is of grave concern, and it causes a dilemma for schools. If they do not fully exploit the potential of technology to support home learning, the majority of children may miss out on several months of learning, leading at best to stagnation and at worst to regression. However, doing so almost guarantees that a sizeable proportion of disadvantaged children will fall further behind.

The concern about widening inequality has led some trusts, such as Academies Enterprise Trust, to purchase extra devices to enable all their pupils to access digital learning during the school closures. But then, what of students of more disadvantaged schools and smaller trusts with tighter budgets? The new context is likely to shine a spotlight on the disadvantage gap, not just within schools but between them.

And while school leaders ponder how best to protect their vulnerable pupils, they must continue to build up their teachers too, because the digital divide also exists for them. Even assuming that all teachers have the hardware, it is questionable whether CPD has done very much to boost their confidence or their competence to exploit the digital resources at their fingertips, especially at a time of austere school budgets and after a lengthy accountability focus on no-frills curriculum basics. As a result, the move to online learning threatens to exacerbate rather than alleviate teacher workload and stress.

Digital access also has the potential to create an "open all hours" expectation of teachers from school leaders and parents alike. Parents may only see their own home-learning struggles, and school leaders must set reasonable expectations for their communities, informed by a bigger-picture view, while resisting the 24/7 temptation themselves. Though their resources may be, teachers simply can't be on hand all the time without having a serious impact on their wellbeing. The teaching profession is already under considerable strain, and this will be especially true for teachers who are parents themselves and are experiencing both sets of stresses.

The teaching community is remarkable for uniting in times of challenge. There exists an excellent community of teachers who are coming together to share both their resources and experiences about online and home schooling. Together they will succeed in keeping teaching and learning going, provided leaders don't lose sight of the twin pillars of professional development and care.

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Home learning success needs leaders to manage expectations

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Faultlines are emerging in the home-based school system, but there are ways to protect families and teachers from the aftershocks, writes Dr Sarah Charles Educational technology's potential for positive impact is plain for all to see, but parents and teachers alike are quickly learning its limitations.

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When is a mathematical process not a process? This changes everything.

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When is a mathematical process not a process? This changes everything.

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Kris Boulton looks at how we can use transformation concepts to ensure students attend to what we want them to attend to.

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Naveen Rizvi looks at ways we can make the implicit explicit in maths by revealing things that are usually secret and then fading them out

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Chapter 21, in Engelmann's Magnus Opus, Theory of Instruction has changed the way I sequence worked examples to communicate a concept. This change took place greatly whilst I was at Michaela Community School when I started experimenting how to teach a UK Maths Challenge After school club. This is written about in more detail, here.

What I noticed, which may sound obvious, is that if you teach using examples which demonstrate the explicit features of a concept first and then progressively make those features implicit then the probability of success for each child in the learning process is greater. Engelmann refers to this as Covertization, " instruction that involves prompt shifts progressively from highly-prompted examples to unprompted examples."

One example which will be detailed below, would look like this:

So a sequence of examples with explicit features transitioning to implicit features provides a process where pupils take overt steps to go from the first line of working to the last line of working. This means that the first example pupils encounter is structured within the simplest context.

Covertization results in examples that communicate a concept, or part of a concept, to be communicated in its most explicit and misconception-proof form.

The best way to appreciate covertization is to look at some examples which aren't explicit.

Here are examples of fractions:

Here pupils can develop the following misconceptions:

all fractions have a one at the top

all fractions increase by '1' in the bottom value

fractions get bigger when the bottom value is greater

Another example:

Here are examples of expressions commonly known as a 'difference of two squares'

Here pupils can develop the following misconceptions:

The first term is always positive and a

The second term is always a constant

The second term is always an integer

The second term is always negative

What are the examples that I would use instead? To communicate an expression as a 'difference of two squares' I would start with the following, by stating that an expression must meet the following conditions:

1. The coefficient of the variable is a square number

2. The power of the variable must be even

3. The power of the variable is never an odd number

4. One term will be negative AND the other term will be positive

5. The constant must be a value that can be square rooted.

Here are the following examples that I would use to reiterate the conditions stated above:

There are other examples that I could include here, however, what I've done is limit the examples to only meet the conditions I've stated. But look at the complexity of what pupils can identify as an expression known as a difference of two squares by selecting the examples that I have.

More importantly, I've started with an example which is explicit with the features that make an expression a difference of two squares. With the initial set of examples, you can see that the coefficient of 1 for isn't obvious because pupils can't see it, and '1' as a constant isn't an obvious example of a square number. Explicit features allow pupils to build a clear and misconception proof understanding of a concept, which is what makes an example powerful.

My final point, we can see that the process of covertization has highly prompted examples allowing pupils to respond successfully to writing the product of two expressions because the coefficients and powers provide them that structure. Starting the other way around with implicit features now looks unstructured and poorly guided for a pupil to know how to rewrite the expression as a product of two expressions.

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Engelmann: Communicating through Covertization - Conception of the good

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Chapter 21, in Engelmann's Magnus Opus, Theory of Instruction has changed the way I sequence worked examples to communicate a concept. This change took place greatly whilst I was at Michaela Community School when I started experimenting how to teach a UK Maths Challenge After school club.

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How we can adapt our worked examples to include extra steps that guide students more, then fade out this guidance?

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Dani Quinn looks at improving explanations by asking pupils to generalise with their words rather than specific examples.

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Harry Fletcher Wood looks at practical ways good formative assessment are used to understand and reflect upon.

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I'm working on a guide to formative assessment for classroom teachers. I want to do two things: first, set out clear principles and introduce the research underpinning them; second, show how these principles work in practice through discussing an extensive range of examples.

Why?

Two millstones burden formative assessment; two current trends demand we look at it afresh.

Millstone #1

Effective formative assessment remains rare. The Assessment Commission Report found that:

Formative classroom assessment was not always being used as an integral part of effective teaching";

and a focus on National Curriculum Levels in schools meant that:

Instead of using classroom assessments to identify strengths and gaps in pupils' knowledge and understanding of the programmes of study, some teachers were simply tracking pupils' progress towards target levels."

The Carter Review found that:

The most significant improvements [to Initial Teacher Training] are needed for training in assessment... there are significant gaps in both the capacity of schools and ITT providers in the theoretical and technical aspects of assessment."

Millstone #2

Meanwhile, some of our most thoughtful teachers have turned their backs on formative assessment. David Didau has posed valid concerns about the the conflation of learning and performance, and some formative assessment techniques; rather than refining formative assessment however, he uses these concerns to:

Conclude that the 'big idea' of AfL is wrong."*

Meanwhile, Joe Kirby's post on workload 'hornets' rejects key tenets of formative assessment out of hand:

No writing, sharing or copying learning objectives or outcomes.... No mini-plenaries or checks on progress within a lesson."

Fresh attention

Conversely, two current concerns in English schools demand that we reexamine and refresh formative assessment:

Formative assessment needs to be adapted to suit the demands of a knowledge-rich curriculum. The underpinning research and most of the principles rest unchanged; the details and the techniques may differ in nature or emphasis from those which dominated my early experiences of formative assessment.

Cognitive science offers us a much deeper understanding of why formative assessment works; this understanding can guide our refinement of existing techniques.

Seven principles of formative assessment

I believe formative assessment can be cast in seven principles:

1. Determine exactly what students need to know and be able to do.

2. Align every aspect of lessons to their purpose.

3. Show students what's expected.

4. Respond to students' understanding between lessons.

5. Respond to students' understanding within lessons.

6. Provide feedback which causes improvement.

The principles are hierarchical: successfully showing students what's expected relies on having determined exactly what they need to know and do; providing feedback which causes improvement depends on a good understanding of what students have understood. (There's a clear debt here to the careful sequencing of teacher improvement in leverage coaching). I believe these principles apply across subjects and ages (if you disagree, now's your chance).

This looks very different from the canonical formulation of formative assessment as five strategies:

My view is that a hierarchical formulation sets out priorities more helpfully, and where the bulk of responsibility lies - with the teacher - more clearly. Abundant scope remains for peer and self assessment once students know what they're expected to do and have sufficient guidance to succeed.

A direct way to apply each principle

In the guide, I intend to exemplify each principle through detailed discussion of one technique. I plan to use the following techniques (links lead to previous, somewhat dated, posts about them):

1. Determine exactly what students need to know and be able to do: setting clear learning objectives

2. Align every aspect of lessons: Ruthless application of a checklist (do you have a better suggestion?)

3. Show students what's expected: sharing lesson objectives and model work

4. Respond to students' understanding between lessons: exit tickets

5. Respond to students' understanding within lessons: hinge questions; questioning and classroom discussion

6. Provide feedback which causes improvement: RAG/dot marking

(There's more to each principle than one technique; this is primarily a way to convey the principle through a detailed example. I will discuss a range of other approaches briefly).

Now, your turn:

1. Are these principles well-chosen and well-formulated? Why (or why not)?

2. Are these techniques good examples of the principles?

3. What examples of these principles in practice can you share?

4. Have you tried to adopt any of these principles or techniques? Would you be interested in describing how it went?

If you have answers to any of these questions, or are interested in commenting on a draft chapter of the guide, let me know.

If you'd like a sneak preview, answer the three questions below, and I'll send you a section of the book, tailored to your needs.

* I've since critiqued David's arguments in more depth here.

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A classroom teacher's guide to formative assessment

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I'm working on a guide to formative assessment for classroom teachers. I want to do two things: first, set out clear principles and introduce the research underpinning them; second, show how these principles work in practice through discussing an extensive range of examples. Two millstones burden formative assessment; two current trends demand we look at it afresh.

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World's First Accelerated Learning Platform

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Presenting our curriculum from the planned to the enacted

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Presenting our curriculum from the planned to the enacted

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A presentation from Inspiration Trust's Director of Mathematics on the presentation and intended impact of the core curriculum

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five insights on virtual instruction by examining the techniques shared in common by top-rated online instructors.

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Teaching Strategies of Award-Winning Online Instructors

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A recent study gleaned five insights on virtual instruction by examining the techniques shared in common by top-rated online instructors.

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Comments, questions and discussion points about mastery approaches in the classroom plus recommended books from Mark McCourt

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Livestreaming all about maths education with Mark McCourt @EmathsUK Reply to us to ask a question. Unmute your sound to hear us. Pls RT!

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Something different from this episode of the Mr Barton Maths Podcast.

This is the first episode in the Topic in Depth series.

For the last few years I have at engrossed through several Topic in Depth presentations given by Jo Morgan. In these she takes a mathematical topic and describes how she approaches the planning, sharing resources, approaches and quirks from the past and the present.

I have been eager to find a way to get these out to a wider audience, so we have partnered with TES to make this happen.

The following discussion about Indices was filmed, and to get the full experience you probably want to watch it as you can see first-hand the resources that Jo is describing. Our idea is that these videos might be watched by individual teachers to aid their planning, or even whole maths departments to stimulate discussion.

The PowerPoint

The video:

***

My usual plugs:

Podcast: Play in new window | Download | Embed

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Topics in Depth: Indices with Jo Morgan (supported by TES) - Mr Barton Maths Blog

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Something different from this episode of the Mr Barton Maths Podcast. This is the first episode in the Topic in Depth series. For the last few years I have at engrossed through several Topic in Depth presentations given by Jo Morgan.

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How does remote teaching work? Focussed on the practicalities of coping with setting students appropriate work whilst also having to look after your own children at home. Then there are issues of safeguarding, differentiation, and mindset.

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The Teaching from Home podcast series is kindly supported by Tes resources. Tes resources have created a home learning collection full of hand-picked free resources for teachers to use with children who are learning at home or to share with parents. You can also find this collection through the Tes coronavirus support hub at tes.com/coronavirus

***

Hello and welcome to another episode of the Mr Barton Maths podcast, with me Craig Barton.

This is another episode in my Teaching from Home podcast series - a series dedicated to supporting teachers who are working from home amidst the Covid-19 outbreak of 2020.

My aim is that you will hear from a wide variety of teachers, sharing a wide variety of experiences. There will be technology focussed episodes - just how does remote teaching work? But also episodes focussed on the practicalities of coping with setting students appropriate work whilst also having to look after your own children at home. Then there are issues of safeguarding, differentiation, mindset and more that I hope will come up as we progress. There will be maths teachers, teachers of other subjects, and primary school teachers. There will be teachers from the UK and overseas. Hopefully something for everyone. I have no idea how long this series will go on for - but so long as people keep listening and hopefully finding it useful, I shall continue!

This time I spoke to Dan Pearcy, a maths teacher from the UK who now teaches in Switzerland. Dan is one week ahead of the UK in terms of having to adapt to distance teaching, and shares his perspective on using technology such as Google Meets and Poll Everywhere to try and recreate his classroom teaching online. Whilst many listeners will not be able to nor want to recreate such a set-up for reasons similar to those discussed with Jo Morgan on a previous episode, I believe Dan's five principles for online learning will be valuable to all listeners.

I hope you enjoy the episode and find it useful. And please stay safe

On Twitter, Dan is @DanielPearcyDan's book is Mathematical Beauty: What is Mathematical Beauty and Can Anyone Experience It?

***

My usual plugs:

Thanks so much for listening, stay safe, and I really hope you enjoy the show
Craig Barton

Podcast: Play in new window | Download | Embed

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Teaching from Home: Dan Pearcy - Google Meets, Poll Everywhere and 5 principles for remote teaching - Mr Barton Maths Blog

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The Teaching from Home podcast series is kindly supported by Tes resources. Tes resources have created a home learning collection full of hand-picked free resources for teachers to use with children who are learning at home or to share with parents.

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Something different from this episode of the Mr Barton Maths Podcast.

This is the second episode in the Topics in Depth series, with me and Jo Morgan. Following on from Episode 1 on Indices, this time we go super into in the world of Angles, looking at measuring, labelling, angle facts and more.

For the last few years I have at engrossed through several Topic in Depth presentations given by Jo. In these she takes a mathematical topic and describes how she approaches planning, sharing resources, approaches and quirks from the past and the present, as well as discussing common misconceptions and how we might tackle them.

I have been eager to find a way to get these out to a wider audience, so we have partnered with TES to make this happen.

The following discussion was filmed, and to get the full experience you probably want to watch it as you can see first-hand the resources that Jo is describing. Our idea is that these videos might be watched by individual teachers to aid their planning, or even whole maths departments to stimulate discussion.

The PowerPoints:
Angles in straight lines and triangle
Angles in parallel lines

The video:

***

My usual plugs:

Podcast: Play in new window | Download | Embed

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Topics in Depth: Angles and parallel lines with Jo Morgan (supported by TES) - Mr Barton Maths Blog

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Something different from this episode of the Mr Barton Maths Podcast. This is the second episode in the Topics in Depth series, with me and Jo Morgan. Following on from Episode 1 on Indices, this time we go super into in the world of Angles, looking at measuring, labelling, angle facts and more.

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A discussion presented by Chartered College on online learning. Specifically how teachers can navigate the opportunities and challenges of online learning with some useful principles to consider when moving from face-to-face to online learning contexts including tools and approaches to maintain engagement and motivation online whilst managing workload & wellbeing

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Mark Anderson FCCT, ICT Evangelist and Bukky Yusuf FCCT, Secondary Science Teacher, Consultant and Qualified Coach, join Hannah Tyreman to discuss online learning. They look at:

The importance of simplicity with online learning in order to meet the expectations of students, parents and carers and colleagues

How educators can navigate the opportunities and challenges of online learning with some useful principles to consider when moving from face-to-face to online learning contexts

Safeguarding considerations to be made including lone worker policies

Tools and approaches to maintain engagement and motivation online

Staying connected with colleagues for collaboration, wellbeing and learning

Time saving tips in the online learning world

Managing workload and wellbeing in the online learning context

Some links related to the conversation:
Safe remote learning
With schools closed part one and part two from Mark Anderson

Distance learning from an AP perspective week one and week two reflections from Bukky Yusuf

Online learning tools

Microsoft Teams for online communication and sharing

Zoom for video conferencing

Loom for screen recording

Teach from home with Google

Kahoot for online quizzing

Flipgrid for video sharing
Google Keep Microsoft Office Lens Microsoft immersive reader
Do not disturb on iPhone and Android

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Remote learning * Chartered College of Teaching

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Mark Anderson FCCT, ICT Evangelist and Bukky Yusuf FCCT, Secondary Science Teacher, Consultant and Qualified Coach, join Hannah Tyreman to discuss online learning.

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researchEDHome 2020 Adam Boxer: Dual Coding for Teachers Who Can’t Draw: Teacher’s Explanations

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Blog: Four tips for a smooth home learning routine

Everyone is adapting to an unusual situation and some parents are feeling the pressure to replicate school behaviour systems. When supporting your child's behaviour, and their social and emotional needs, there are a few key principles that should help:

Find your new routines. Consistent routines are important for behaviour in school and our routines at home have changed significantly. Routines support behaviour and you will be finding a new rhythm for your family. You could share this video with your child. Talk to them to help them plan their new routines.

Look for the positives. Because you need to be on the ball when things go wrong, it is easy to focus only on the unwanted behaviours and spend time addressing those with our children. If we can also catch them doing things right and praise this behaviour, we're likely to get more of it. Could your daily routines include activities where your child is likely to make you proud?

Model the coping techniques you are using. Children are still learning to self-regulate their emotions and behaviours. It's likely that we will also face new challenges during this period: finding a new workspace, managing anxiety, being productive under new circumstances. Talk to your child about the struggles you face and how you are addressing them - and don't be afraid to be open about getting it wrong and trying a different strategy. Encourage your children to explain the approaches they are trying too.

Remember, there are no shortcuts.The most important principle for teachers in managing behaviour is to get to know and understand each pupil individually. This is good news! You already know your child. Speak to your child and trust your judgement about what works for them above any generic advice.

It's natural to feel anxious during times of uncertainty. The NHS has issued advice on supporting your mental wellbeing while at home here: https://www.nhs.uk/oneyou/every-mind-matters/

See EEF guidance on:

Improving Behaviour in Schools

Six recommendations for improving behaviour in schools

Download PDF get_app

Working with Parents to Support Children's Learning

Four recommendations on working with parents to support their child's learning

Download PDF get_app

Improving Social and Emotional Learning in Primary Schools

Six recommendations for improving social and emotional learning in primary schools

Download PDF get_app

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Blog: Four tips for a smooth home learning routine | News

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Everyone is adapting to an unusual situation and some parents are feeling the pressure to replicate school behaviour systems. When supporting your child's behaviour, and their social and emotional needs, there are a few key principles that should help: Find your new routines.

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researchEDHome 2020 Paul Kirschner: Ten Tips for Emergency Remote Teaching

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Google Forms - create and analyze surveys, for free.

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Speak like a mathematician - the importance of the words we use in the maths classroom

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Bar modelling & its use in maths teaching alongside problem solving... and a little cuisenaire too!

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Planning for Problem Solving (Presentation)

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Planning for Problem Solving (Presentation)

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Google Forms - create and analyze surveys, for free.

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Lesson planning in maths in all key stages - what's the same, what's different?

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Lesson planning in maths in all key stages - what's the same, what's different?

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Lesson planning in maths in all key stages - what's the same, what's different?

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NCETM's 5 big ideas - #2 Mathematical thinking

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NCETM's 5 big ideas - #2 Mathematical thinking

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NCETM's 5 big ideas - #2 Mathematical thinking

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Why learning maths is hard... and what we can do to help

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Why learning maths is hard... and what we can do to help

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MathsConf23 Workshop 1 - Stuart Welsh (Banneker Period 1)

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Do It; Twist it; solve it- teaching for mastery

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Do It; Twist it; solve it- teaching for mastery

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MathsConf23 Workshop 7 - Steve Lomax (Banneker Period 2)

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MathsConf23 Workshop 8 - Jonathan Hall (Hypatia Period 2)

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MathsConf23 Workshop 9 - Sudeep Gokarakonda (Cantor Period 2)

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Practical strategies to help pupils to problem solve

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Practical strategies to help pupils to problem solve

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MathsConf23 Workshop 10 - David Busby (Luogeng Period 2)

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Working successfully with lower attaining pupils

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Working successfully with lower attaining pupils

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MathsConf23 Workshop 12 - Gary Lamb (Banneker Period 3)

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MathsConf23 Workshop 13 - Peter Mattock (Hypatia Period 3)

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Fractions and their multiple representations

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Fractions and their multiple representations

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MathsConf23 Workshop 14 - Roisin McArdle (Cantor Period 3)

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MathsConf23 Workshop 18 - Kristopher Boulton (Banneker Period 4)

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MathsConf23 Workshop 19 - Ed Southall (Hypatia Period 4)

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Atomisation and Covertisation of the mathematics curriculum

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Atomisation and Covertisation of the mathematics curriculum

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MathsConf23 Workshop 23 - Joe Berwick (Johnson Period 4)

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MathsConf23 Workshop 24 - Jo Morgan (Banneker Period 5)

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MathsConf23 Workshop 30 - Craig Barton (Banneker Period 6)

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Preparing pupils for A Level Mathematics

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Preparing pupils for A Level Mathematics

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MathsConf23 Workshop 33 - Sheena Flowers (Luogeng Period 6)