https://padlet.com/mwhitehead5/Bookmarks Stuff that's good to know. en-us 2016-11-24 13:21:44 UTC 2023-03-04 23:28:48 UTC hello@padlet.com mwhitehead5 https://padlet.com/mwhitehead5/Bookmarks/wish/312183237 https://www.tes.com/teaching-resources/blog/tes-maths-pedagogy-place-interleaving]]> 2018-12-07 11:45:21 UTC https://padlet.com/mwhitehead5/Bookmarks/wish/312183237 https://padlet.com/mwhitehead5/Bookmarks/wish/313132194 2018-12-10 19:34:28 UTC https://padlet.com/mwhitehead5/Bookmarks/wish/313132194 https://padlet.com/mwhitehead5/Bookmarks/wish/313133550 -procedural and conceptual variation
-focus attention on the mathematical constructs
e.g. minimally different questions

e.g. MrBarton
Variation theory website]]> 2018-12-10 19:37:00 UTC https://padlet.com/mwhitehead5/Bookmarks/wish/313133550 https://padlet.com/mwhitehead5/Bookmarks/wish/313137337 Ask yourselves these questions about your scheme:

• Does it ensure the teachers know exactly what content they are responsible for passing on?
• Is enough time devoted to establishing the most fundamental skills and representations which underpin successful teaching of the content?
• Does it ensure a consistent approach to vocabulary, models and representations so that pupils have a coherent experience when moving between teachers?
• Is the sequencing of content logical (mathematically, pedagogically sound)?
• Are ideas revisited and developed at intervals that minimise the need to re-teach?
• Are review,revision and assessment built in at intervals that encourage and enable learners to develop fluency and embed knowledge and skills in their long-term memory?
• Does the scheme demonstrate an expectation that pupils will havelearned what they have previously been taught?

]]> 2018-12-10 19:43:36 UTC https://padlet.com/mwhitehead5/Bookmarks/wish/313137337 https://padlet.com/mwhitehead5/Bookmarks/wish/313156648 2018-12-10 20:18:22 UTC https://padlet.com/mwhitehead5/Bookmarks/wish/313156648 mwhitehead5 https://padlet.com/mwhitehead5/Bookmarks/wish/320084753 2019-01-13 19:24:28 UTC https://padlet.com/mwhitehead5/Bookmarks/wish/320084753 mwhitehead5 https://padlet.com/mwhitehead5/Bookmarks/wish/320084942 Engelman (pdf of book)]]> 2019-01-13 19:26:07 UTC https://padlet.com/mwhitehead5/Bookmarks/wish/320084942 mwhitehead5 https://padlet.com/mwhitehead5/Bookmarks/wish/326452723 2019-01-31 19:41:50 UTC https://padlet.com/mwhitehead5/Bookmarks/wish/326452723 mwhitehead5 https://padlet.com/mwhitehead5/Bookmarks/wish/328835224 2019-02-07 16:40:25 UTC https://padlet.com/mwhitehead5/Bookmarks/wish/328835224 mwhitehead5 https://padlet.com/mwhitehead5/Bookmarks/wish/353010455 small chunks, revisited - as opposed to cramming
"It is, for example, becoming increasingly clear that using spaced or distributed practice, where knowledge is rehearsed for short periods over a longer period of time, is more effective than so-called massed practice, where we study more intensively for a shorter period of time. It is therefore good practice to block learning and repeat practice over time, as this leads to better long-term retention of knowledge (Rohrer & Taylor, 2006; Rawson & Kintsch, 2005). A related practice is interleaving. Traditionally, most schools use blocking, where practice of particular knowledge happens in blocks (e.g. AAABBBCCC). In interleaving, we instead mix practice of A, B and C (e.g. ABCABCABC). There is growing evidence that this can improve retention, and research in mathematics is particularly promising (Richland et al, 2005; Rohrer et al, 2015)."  
- Ofsted 2019 EIF research overview]]> 2019-04-22 09:30:01 UTC https://padlet.com/mwhitehead5/Bookmarks/wish/353010455